Al-Khairy, Mohamed Ali
This study attempted to investigate Saudi English-major undergraduates studying at Taif University to identify a) the types of academic writing Saudi English-major undergraduates carry out at English departments, b) Saudi English-major undergraduates' writing problems, c) the reasons behind Saudi English-major undergraduates' writing problems and…
McGrath, Lisa; Kaufhold, Kathrin
Academic Literacies and English for Specific Purposes perspectives on the teaching of academic writing tend to be positioned as dichotomous and ideologically incompatible. Nonetheless, recent studies have called for the integration of these two perspectives in the design of writing programmes in order to meet the needs of students in the…
Cons, Andrea M.
This study explores the following research question: How do secondary English learners (ELs) and Re-designated fluent English proficient students (RFEPs) use academic words in analytical writing in comparison to native English speakers (NESs)? It highlights previously overlooked differences in academic word use in the writing of students who are…
Frequent use of non-finites is an important feature of English academic writing (Chafe & Danielewicz, 1987), but teachers and students in the Chinese environment are not aware of it. To investigate the problems that can be found in academic writings by Chinese students is significant in two aspects: academic writing by Chinese EFL students…
James, Mark Andrew
This case study involved a detailed examination of learning transfer from an English-for-general-academic-purposes writing course to tasks that involve writing in other academic courses. Data were gathered over one academic year from 11 students enrolled in the writing course. These students participated in a series of interviews and provided…
Cons, Andrea Marie
This study investigated the specific ways secondary English learners (ELs) and redesignated fluent English-proficient learners (RFEPs) use academic vocabulary that assesses interpretive reading and analytical writing ability. The research examines how ELs and RFEPs, formerly ELs, differ in use and misuse of academic words. The study extends…
Weaver, Roslyn; Jackson, Debra
Academic writing skills are essential to the successful completion of preregistration nursing programs, yet the development of such skills is a challenge for many nursing students, particularly those who speak English as a second language (ESL). It is vital to develop and evaluate strategies that can support academic writing skills for ESL nursing students. This qualitative study evaluated a four-day academic writing intervention strategy designed to support ESL first-year nursing students. Data from the program showed two major areas of difficulty for participants relating to academic writing: problems understanding course content in English, and problems expressing their understanding of that content in English. The participants noted a key benefit of this program was the provision of individual feedback. Programs such as this intervention successfully meet the demands of ESL nursing students, although ongoing support is also needed.
Eremina, Svetlana V.
The series of workshops on academic writing have been developed by academic writing instructors from Language Teaching Centre, Central European University and presented at the Samara Academic Writing Workshops in November 2001. This paper presents only the part dealing with strucutre of an argumentative essay.
Sidman-Taveau, Rebekah; Karathanos-Aguilar, Katya
Graduate-level ESL students in Education are future multicultural educators and promising role models for our diverse K-12 students. However, many of these students struggle with academic English and, in particular, writing. Yet little research or program development addresses the specific writing-support needs of this group. This article shares…
Que, Hua; Li, Xuemei
This study looks into the changing voice of Chinese Post-80s' students in English academic writing. Data were collected qualitatively through interviews with four Chinese Post-80s overseas graduate students and through an examination of their English essays with a focus on discursive features. Findings indicate that Chinese Post-80s' voice is…
Gornowich, Barbara Bernstein; Nelson, Anthony
The materials comprise the curriculum for an introductory course in academic writing for limited English proficient adult or college students. The guide is intended for the upper end of a survival language skills course or the lowest end of an academic developmental writing sequence. The curriculum instructs students on academic life and assists…
This article provides an examination of the literature on issues surrounding the problems Japanese university students face in learning critical argument in their English academic writing courses. Japanese students' critical thinking skills are criticized as not fostered in their university education, perhaps due to Confucian education…
This article presents a study on the linguistic strategies used for projecting specific personas in the academic writing of Italian students of English. The issue of authorial stance, namely to what degree writers feel themselves to be not simply writers but also authors with the authority to say something meaningful, has been the topic of much…
This article focuses on vocabulary and writing at university level from the perspectives of 14 English as an additional language students studying at a New Zealand university. The students individually carried out an integrated reading and writing task and then participated in an interview which focused on their language learning background and…
Incirci, Ayhan; Parmaksiz, Ramazan Sükrü
The aim of this study is to investigate the effects of applying the writing letter activity of writing to learn strategies on the English Language Academic Achievement and Attitude level of 11th grade students. The research was carried out with 84 students (43 male, 41 female) at one of the state schools in the Black Sea Region of Turkey. Mixed…
The role of power in an English-as-a-second-language classroom has yet to be fully explored by an action research practitioner, especially in a Malaysian higher education setting. This study aims to contribute to this gap by working within an academic literacies perspective to teaching academic writing, which propagates the understanding of…
Vechter, Andrea; Brierley, Christopher
This article examines the Paper Partners program at Ryerson University, Toronto. This peer-mentoring program was developed to support the academic writing skills of students whose first language of academic study was not English. The program integrated a team of student-facilitators, a talk-aloud co-editing process, and a reflective feedback…
This report is a first person narration of the entire process of a qualitative study exploring the impact of ESL students' native cultural and rhetorical conventions, as well as classroom cultures on their academic English writing in American universities. Data were collected through semistructured interviews. A coding system was constructed to…
Zhonggen, Yu; Guifang, Wang
The flipped classroom has been achieving a great success in teaching innovation. This study, aiming to determine the effectiveness of the flipped model in business English writing course, combined the quantitative with the qualitative research methods. Participants were randomly selected from undergraduate students majoring in business English.…
Tessema, Kedir Assefa
In this paper I report the action research I carried out on improving the teaching and learning of academic writing at a university. The action research sprang out of my experiences of learning and teaching academic writing. It sought locality and originality in what students read and write during academic writing courses. The macro and micro…
This dissertation presents an innovative approach to the development and empirical evaluation of Automated Writing Evaluation (AWE) technology used for teaching and learning. It introduces IADE (Intelligent Academic Discourse Evaluator), a new web-based AWE program that analyzes research article Introduction sections and generates immediate,…
Ramos, Kathleen Ann
The new "Common Core State Standards" (CCSS) (NGACBP & CCSSO, 2010) require teachers to prepare all learners, including adolescent English learners (ELs), to develop academic literacy practices. This article describes an instructional intervention in an urban public high school using the genre-based "Reading to Learn" (Rose…
Knoch, Ute; Elder, Catherine
A number of scholars have questioned the practice of assessing academic writing in the context of a one-off language test, claiming that the time restrictions imposed in the test environment, when compared to the writing conditions typical at university, may prevent learners from displaying the kinds of writing skills required in academic…
The genre of academic writing is discipline dependent, so that neither specialists in academic writing nor practising academics in a discipline can, independently of each other, provide students with the necessary help to develop the ability to write in their academic disciplines. Furthermore, the rules are largely tacit, i.e. they are not…
LoCastro, Virginia; Masuko, Mayumi
A study investigated attitudes toward and practices of plagiarism of Japanese college students writing in English. Data were drawn from two senior theses written in English and two in Japanese, 30 other student academic papers, interviews with students, and a questionnaire administered to 46 undergraduate and graduate students. In both…
Grabe, William; Zhang, Cui
"As Kroll (1993), among others, has pointed out, reading has traditionally been seen as a skill to be taught separately from writing, as well as something students are somehow expected to already know about when they reach the writing course, Teaching reading in a writing course may seem like an odd idea, if not an entirely unnecessary one. It may…
While the emergence of the plural forms of English widely acknowledges the sociolinguistic realities in many countries and regions, it might also have an equally profound impact on English teaching and learning in those areas. The trend is for pedagogical models no longer to privilege so-called Standard English based on native varieties but to be…
Murray, Rowena; Thow, Morag; Moore, Sarah; Murphy, Maura
This article describes and analyses a specific mechanism, the writing consultation, designed to help academics to prioritise, reconceptualise and improve their writing practices. It makes the case for its potential to stimulate consideration of writing practices and motivations, a possible precondition for creating time for writing in academic…
Lambert, Olga Demin
Adult English as a second language (ESL) students learning English outside of traditional academic settings are an understudied population of second language learners. The purpose of the research reported here is to contribute to meeting the instructional needs of these students more effectively by investigating the relationships between their…
Leki, Ilona, Ed.
This edited volume explores the international role of written English in the academic context and clearly demonstrates how writing is integrated in all aspects of academic communication in English. The 12 programs described in this book differ in context but share basic assumptions about how best to teach second language (L2) writing. In addition…
Chen, M C; Lin, Huey-Ju
Questionnaires were administered to 120 students. Cluster analysis was used to examine whether specific groups could be described by a writing self-efficacy scale, English writing anxiety scale, and a written General English Proficiency Test. Three clusters were observed. Demographic variables were compared for each cluster, including age, sex, program of study, years of English instruction, native language, and number of English speaking acquaintances. Efforts to reduce writing anxiety and promote writing self-efficacy could enhance writing scores of participants.
There is growing evidence that the lack of competence of university ESL (English as a second language) students in academic writing affects their overall academic performance. Olivas and Li (2006) connected low second-language proficiency levels in English to poor academic performance of international students studying at both university and…
Tardy, Christine M.
As students move from writing personal essays to writing formal academic texts in English, they face several new challenges. Writing tasks in higher education often require students to draw upon outside sources and to adopt the styles and genres of academic discourse. They must conduct research, summarize and paraphrase, cite sources, adopt genre…
Reynolds, Barry Lee
Lack of knowledge in the conventional use of vocabulary and multiword patterns in one's respective field of expertise causes Taiwanese students to produce academic writing that is markedly "non-nativelike." This is because Taiwanese students are first and foremost second language readers and often have difficulty "picking up…
Romova, Zina; Andrew, Martin
This paper examines the use of portfolios as pedagogical tools for developing academic writing. In particular, it considers the value of multi-drafting, where learners reflect on the learning of a text type as well as focusing on micro and macro aspects. The paper outlines a situated pedagogical approach, where students come to understand their…
Hamp-Lyons, Liz, Ed.
The articles contained in this volume on second language writing evaluation focus on the evaluation of academic English learned as a second language (ESL). Essays include: "Assessment by Misconception: Cultural Influences and Intellectual Traditions" (Brigid Ballard, John Clanchy); "Reading the World Differently: A Cross-Cultural Approach to…
Corpora have been suggested as valuable sources for teaching English for academic purposes (EAP). Since previous studies have mainly focused on corpus use in classroom settings, more research is needed to reveal how students react to using corpora on their own and what should be provided to help them become autonomous corpus users, considering…
Publishing medical papers in English is important as English remains the predominant language for most medical papers (both electronic and traditional journal publications). In addition, journals with the highest impact factors are published in English and a publication in English thus enhances the visibility of authors and their institutions, and is important for promotion in some academic centers. This article reviews the basic principles that will help you successfully publish a manuscript in English. Although other books and articles are available on this subject, there are relatively few references. The present article is based on this author's experience of publishing nearly 400 articles in English. It will emphasize writing original articles, but the principles can be applied to virtually any type of manuscript. PMID:22563279
Baron, Todd H
Publishing medical papers in English is important as English remains the predominant language for most medical papers (both electronic and traditional journal publications). In addition, journals with the highest impact factors are published in English and a publication in English thus enhances the visibility of authors and their institutions, and is important for promotion in some academic centers. This article reviews the basic principles that will help you successfully publish a manuscript in English. Although other books and articles are available on this subject, there are relatively few references. The present article is based on this author's experience of publishing nearly 400 articles in English. It will emphasize writing original articles, but the principles can be applied to virtually any type of manuscript.
CRAIG, MYRTLE C.
THE PROBLEM OF HOW TO TEACH PUPILS IN THE ELEMENTARY SCHOOLS TO READ AND WRITE STANDARD ENGLISH IS DISCUSSED. THE VALUE OF ORAL LANGUAGE AS A MEANS OF ATTAINING READING AND WRITING PROFICIENCY IS SUGGESTED. SUCCESS IN THESE AREAS CAN BE ATTAINED IF (1) THE HOME LANGUAGE OF THE CHILD IS ACCEPTED, (2) THE CHILD IS OFFERED MATERIALS ON HIS LEVEL OF…
Bodnar, Julie R.; Petrucelli, Susan L.
Underprepared students often need assistance building writing skills and maintaining confidence in their abilities and potential. The authors share the philosophy, pedagogy, and experience of freshman developmental education and the writing center at a four-year, private, not-for-profit urban college. They describe high-impact educational…
The wide adoption of the new Common Core State Standards (CCSS) in the U.S. has increased expectations for all teachers to prepare all learners to read and write in academic ways. More knowledge is needed about instructional approaches that may lead adolescent English learners (ELs) to meet this goal. Developing academic literacy practices…
Grabe, William; Zhang, Cui
Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…
The study examines how undergraduate university students in Rwanda experience collaborative process writing as an instruction method capable of helping them improve their academic writing abilities in English. It involved 34 second-year students, divided into 12 small working groups. The data were collected by means of group interviews carried out…
Swaggerty, Elizabeth A.; Atkinson, Terry S.; Faulconer, Johna L.; Griffith, Robin R.
The purpose of this article is to describe the impact of a three-day academic writing retreat on the writing lives of four female university faculty members. Goals of the retreat included rejuvenating their writing lives, focusing their research agendas, improving their writing, and engaging in concentrated blocks of writing and collaborative…
Kempenaar, Larissa Elisabeth; Murray, Rowena
The literature on academic writing in higher education contains a wealth of research and theory on students' writing, but much less on academics' writing. In performative higher education cultures, discussions of academics' writing mainly concern outputs, rather than the process of producing them. This key component of academic work remains…
Moxley, Joseph M., Ed.
This book of author-contributed chapters on academic writing grew out of workshops on scholarly writing taught at the University of South Florida. The chapters in part I review the working habits of successful academic authors. The chapters in part II analyze the genres of academic writing. Part III focuses on revision and editing of manuscripts.…
Investigates some of the disjunctions between writing as it is taught in academic institutions and writing as it is employed in professional workplaces, especially in the areas of writing context, time pressure, collaboration, and consequences of writing. Considers how these disjunctions might be addressed in the writing classroom. (TB)
This study is designed to examine writing anxiety in three groups of EFL students who use English writing in their academic programs. The main purpose of this study is to determine the level and sources of anxiety that students experience while writing in English as a foreign language. To this end, 150 university students from Iranian EFL students…
Hung, Hui-Chun; Young, Shelley Shwu-Ching
English as Foreign Language (EFL) students face additional difficulties for academic writing largely due to their level of language competency. An appropriate structural process of writing can help students develop their academic writing skills. This study explored the use of the e-readers to facilitate EFL students' process-based academic…
Leppanen, Sirpa; Kalaja, Paula
Investigates the use of computer conferencing in a second-language context with five English-for-Academic-Purposes students for the purposes of conducting discussions and introducing the students to writing as a process. Students dominated during discussions and received increased commentary on their writing; although the technology did not cause…
Purpose: This paper seeks to consider whether academic writing should be regarded as knowledge in the making and why all such writing should be continuously challenged. Design/methodology/approach: The approach is that of a reflective discussion which considers academic writing in context, knowledge, reflectiveness and helping others to contest…
Research with ESL students studying at North American universities has indicated that Chinese students have difficulties in understanding academic lectures, taking notes, writing assignments, and giving presentations although they have obtained high TOEFL scores. The study investigates their English academic listening challenges as reported by…
This paper describes a graduate-level scientific/academic writing course for non-native speakers (NNS) of English at Ben-Gurion University of the Negev (BGU), Israel, which is taught in a technology-enhanced or blended learning environment. The use and integration of electronic discourses, such as email and Powerpoint, on-screen marking…
Castello, Montserrat; Mateos, Mar; Castells, Nuria; Inesta, Anna; Cuevas, Isabel; Sole, Isabel
Introduction: This article aims at describing the use of written genres at university and how they are used to teach and learn. Method: We carried out a descriptive study focusing on teachers' perceptions regarding the importance of academic writing in promoting learning, the degree of competence they attribute to academic writing in comparison…
Academic writing is an important aspect of professional development for students and lecturers. It is one way in which they demonstrate their learning, but it can be a difficult skill to master. This article aims to enable students and professionals to develop their academic writing style using a coherent and effective framework.
This case study report uses the conceptual framework of Bakhtinian notions of dialogism to explore how a highly motivated 10th grade English student, Aaliyah, developed strategies for combating her disengagement in academic writing. Aaliyah?s anxiety and boredom stemmed from multiple factors relating to the distance between her home and school…
Washington State Commission on Student Learning, Olympia.
Requiring and supporting the development of thinking skills, this paper presents Washington State's Essential Academic Learning Requirements for writing. It sees writing as an act of discovery, of communication, of joy, and as an essential part of a literate society. Four charts outline standards and benchmarks regarding: (1) writing clearly and…
Proske, Antje; Kapp, Felix
Several researchers emphasize the role of the writer's topic knowledge for writing. In academic writing topic knowledge is often constructed by studying source texts. One possibility to support that essential phase of the writing process is to provide interactive learning questions which facilitate the construction of an adequate situation…
Three adult males met 2 hours a week for 26 weeks in a non-academic setting to explore writing. Adult One (A-1) and Adult Two (A-2) were limestone miners and close friends. Adult Three (A-3) had some limited academic writing experience, so A-1 and A-2 thought that he knew more about what made writing effective. A-3 observed the others' writing…
Maxwell, John, Ed.; Tovatt, Anthony, Ed.
This book presents the results of the examination, during 1969, of the behavioral objectives movement in English instruction by the NCTE Commission on the English Curriculum. It points out that, although some major benefits may eventually arise from the writing of English behavioral objectives, "the process bristles with problems in semantics,…
Schmied, Josef; Nkemleke, Daniel
This contribution discusses problems of students' academic writing in Africa. It sketches the wide field of English for Academic Purposes (EAP) and argues that reference, coherence and complexity are key concepts for evaluating student writing at university level. It uses material from African corpora to substantiate this claim and to illustrate…
Pololi, Linda; Knight, Sharon; Dunn, Kathleen
Scholarly writing is a critical skill for faculty in academic medicine; however, few faculty receive instruction in the process. We describe the experience of 18 assistant professors who participated in a writing and faculty development program which consisted of 7 monthly 75-minute sessions embedded in a Collaborative Mentoring Program (CMP). Participants identified barriers to writing, developed personal writing strategies, had time to write, and completed monthly writing contracts. Participants provided written responses to open-ended questions about the learning experience, and at the end of the program, participants identified manuscripts submitted for publication, and completed an audiotaped interview. Analysis of qualitative data using data reduction, data display, and conclusion drawing/verification showed that this writing program facilitated the knowledge, skills, and support needed to foster writing productivity. All participants completed at least 1 scholarly manuscript by the end of the CMP. The impact on participants' future academic productivity requires long-term follow-up.
Belcher, Diane, Ed.; Braine, George, Ed.
Essays on research and teaching of academic writing in English as a second language include:"When Practice Doesn't Make Perfect: The Case of a Graduate ESL Student" (Melanie Schneider, Naomi K. Fujishima); "Good Writing: I Know It When I See It" (Ilona Leki); "Redefining the Task: An Ethnographic Examination of Writing and Response in Graduate…
This article makes the argument that we need to situate student's academic writing as socially constructed pieces of writing that embody a writer's cultural identity and critical argument. In support, I present and describe a comprehensive model of an original English as a Foreign Language (EFL) writing analytical framework. This article explains…
Brun-Mercer, Nicole; Zimmerman, Cheryl Boyd
Though research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In…
Rankins-Robertson, Sherry; Cahill, Lisa; Roen, Duane; Glau, Gregory R.
Narrow definitions of academic writing often do not serve students well because they ignore the rhetorically situated and social bases for writing and the potential role of writing to span the personal, professional, and civic areas of students' lives. Broadening school-sponsored writing to include writing about family can help students to see the…
Basile, Donald D.
Describes the study skills center at California State University, San Diego, which has achieved considerable success in improving students' basic writing skills by offering a set of minicourses in cooperation with the English and business departments. (FL)
Xing, Minjie; Wang, Jinghui; Spencer, Kenneth
This study investigated the potential impact of e-learning on raising overseas students' cultural awareness and explored the possibility of creating an interactive learning environment for them to improve their English academic writing. The study was based on a comparison of Chinese and English rhetoric in academic writing, including a comparison…
Ghufron, M. Ali; Saleh, Mursid; Warsono; Sofwan, Ahmad
This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve…
Olson, Carol Booth; Scarcella, Robin; Matuchniak, Tina
Adopted by 46 states, the Common Core State Standards (CCSS) present a vision of what it means to be literate in the twenty-first century and call for all students, including English learners, to develop critical reading skills necessary for a deep understanding of complex texts, and critical writing skills to write about those texts. This article…
Bruce, M. L.; Coffer, P. K.; Rees, S.; Robson, J. M.
Many undergraduate students find the production of an extended piece of academic writing challenging. This challenge is more acute in the sciences where production of extended texts is infrequent throughout undergraduate studies. This paper reports the development of a new English for Academic Purposes (EAP) workshop and associated resources for…
Prior to her joining the California Writing Project's (WP) Improving Students' Academic Writing (ISA) program, the author relates how she used to get frustrated when she read her students' essays. As a result of her new understanding gained from her participation at ISA, the author boldly banished traditional literary analysis papers that asked…
Otanjac, Maja Ivančević; Milojević, Irina
A well-written case report is a clear, concise and informative paper, aimed at professionals from different fields of medicine, with the clear purpose to explain what lesson is to be learnt from the experience. The aim of this paper is to suggest useful guidelines for writing a good case report. It briefly reflects different "moves"in this piece of academic writing, thus outlining the required form, as well as the four principles of good writing: clarity, honesty, reality and relevance.
Jackson, Daniel O.
This article describes the implementation of technology-mediated tasks in an English for academic purposes (EAP) curriculum at a Japanese university. The course addressed the needs of English majors at the school by enabling more efficient completion of academic work, including essay writing. One way that technology supported this goal was through…
With the globalization of world economy, English learners' writing ability has been attached less and less importance. As a result, many college students in China, especially the non-English majors, cannot express themselves effectively in written English. They make various kinds of mistakes, mostly grammar mistakes, such as writing sentence…
Rubin, Bella; Katznelson, Helen; Perpignan, Hadara
This case study examined the learning outcomes of three learners of English as a Foreign Language (EFL) enrolled in different Writing for Academic Purposes courses. Of the many learning outcomes observed, some express self-perceived intrapersonal and interpersonal changes, which in previous research have been named "by-products" of writing courses…
The United States has always been the top choice of Taiwanese university students who want to study abroad. Consequently, English writing is especially vital for doctoral dissertation; insufficient research deals with academic writing of such students, despite its importance to their success. This paper aims to fill the gap by analyzing the course…
This paper reports on the development of complexity and accuracy in English as a Second Language (ESL) academic writing. Although research into complexity and accuracy development in second language (L2) writing has been well established, few studies have assumed the multidimensionality of these two constructs (Norris & Ortega, 2009) or…
Reynolds, Barry Lee
Lack of knowledge in the conventional usage of collocations in one's respective field of expertise cause Taiwanese students to produce academic writing that is markedly different than more competent writing. This is because Taiwanese students are first and foremost English as a Foreign language (EFL) readers and may have difficulties picking up on…
Gilliland, Elizabeth A.
This dissertation describes and analyzes the academic language socialization of culturally and linguistically diverse adolescents through a multi-case ethnographic study of high school writing instruction in California. I argue that there is a significant gap between the norms for writing in English language development classes and those in the…
Hess, Steven Timothy Michael
Writing for scientific publication represents an opportunity to interact with colleagues and make a positive contribution to the academic community. However, there is a growing concern regarding the ability of graduate students' to transfer writing skill sets learned at the graduate and undergraduate levels into professional settings. The main research question in this quantitative correlational study explored potential relationships between the publication rates and the number and types of English and composition classes taken by survey participants. Fischerian development, life course theory, and phenomenological sociology framed this study. Participants from private, public, and commercial institutions of higher learning in the United States participated. Data were analyzed using correlational, chi-square, ANOVA, and multiple regression techniques to reveal relationships between the number and types of English and composition classes taken and publication rates. Open-ended questions gathered opinions about scientific writing and writing class experiences and helped triangulate the findings. The results suggested a relationship between publication rates and number of English and composition classes among certain physics specializations and a need for physics institutions to create specialized publishing courses. The results may lead to positive social change by facilitating the examination of writing within particular physics specializations and motivating the creation of departmental constructed writing courses targeting the scientific community responsible for producing technically skilled literate workers. This could enable increased sharing of scientific findings with professional societies.
This paper presents the results of a survey of English Academic Style Manuals conducted between 2004 and 2007, designed to establish whether English Academic Discourse is sufficiently well-defined as a concept to be useful for translation research. Although, with the current emphasis on genre and disciplinary differences, it is fashionable today…
The term "genre" first came into the field of second-language (L2) writing and, in turn, the field of English for specific purposes (ESP) in the 1980s, with the research of John Swales, first carried out in the UK, into the introduction section of research articles. Other important figures in this area are Tony Dudley-Evans, Ann Johns…
Singh, Manjet Kaur Mehar
This article focuses on the challenges faced by non-native English speaking international graduate students in their academic writing practices while they studied at a university in Malaysia as well as the solutions they employed when faced with the challenges. Academic Literacies Questionnaire was used to collect data. Based on 131 participants,…
Al Fadda, Hind
The purpose of this study was to determine what difficulties King Saud University students encounter when learning to write academic English and to differentiate between students' learning needs and objectives. The sample consisted of 50 postgraduate students enrolled in King Saud University during the academic year 2009-2010. Analysis of the data…
Writing a journal is a good way to improve one's English skills. The author, although she did not feel good at writing in English at all, discovered that, once she began keeping a journal in English, she progressively became able to write longer, more accurate, and more detailed sentences. Through keeping a journal she became aware of errors she…
Peters, Michael A.
This paper examines the underlying genres of philosophy focusing especially on their pedagogical forms to emphasize the materiality and historicity of genres, texts and writing. It focuses briefly on the history of the essay and its relation to the journal within the wider history of scientific communication, and comments on the standardized forms…
Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading. PMID:26046836
Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading.
Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students’ writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading. PMID:26046836
Winter, Richard; Badley, Graham
Here is a conversation between two former colleagues about action research and academic writing. Richard Winter opens the discussion with a series of reflections on his work as an action researcher. These reflections include the key argument that action research is a noble cause because it is relevant to working life, has a practical impact and…
Zaki, Arlina Ahmad; Yunus, Melor Md
The potentials of mobile learning in teaching academic writing skills for ESL students are explored in this paper. Although there have been studies on MALL to improve writing skills, academic writing was never really touched. Few aspects are covered like the changes in educational technology, defining MALL, identifying issues in academic writing…
Phakiti, Aek; Li, Lulu
This article reports on an empirical study that examines general academic difficulties, and academic reading and writing difficulties among Asian ESL (English as a Second Language) international postgraduate students who are completing a Master's Degree in TESOL (Teaching English to Speakers of Other Languages) at an Australian university. The…
Euclid English Demonstration Center, OH.
THIS COLLECTION OF PAPERS BY STAFF MEMBERS OF THE EUCLID ENGLISH DEMONSTRATION CENTER FOCUSES ON APPROACHES TO THE TEACHING OF COMPOSITION IN THE JUNIOR HIGH SCHOOL. THE PAPERS ARE (1) "LITERATURE AND COMPOSITION," BY JAMES F. MCCAMPBELL, (2) "COMPOSING--EPIPHANY AND DETAIL," BY JOSEPH DYESS, (3) "THE LANGUAGE COMPOSITION ACT," BY LESTER E.…
Cameron, Jenny; Nairn, Karen; Higgins, Jane
Writing is the foundation of academic practice, yet academic writing is seldom explicitly taught. As a result many beginning (and experienced) academics struggle with writing and the difficult emotions, particularly the self-doubt, that writing stirs up. Yet it need not be like this. In this paper, strategies are discussed for attending to the…
1. I present a combination of semi-objective and subjective evidence that the quality of English prose in biomedical scientific writing is deteriorating. 2. I consider seven possible strategies for reversing this apparent trend. These refer to a greater emphasis on good writing by students in schools and by university students, consulting books on science writing, one-on-one mentoring, using 'scientific' measures to reveal lexical poverty, making use of freelance science editors and encouraging the editors of biomedical journals to pay more attention to the problem. 3. I conclude that a fruitful, long-term, strategy would be to encourage more biomedical scientists to embark on a career in science editing. This strategy requires a complementary initiative on the part of biomedical research institutions and universities to employ qualified science editors. 4. An immediately realisable strategy is to encourage postgraduate students in the biomedical sciences to undertake the service courses provided by many universities on writing English prose in general and scientific prose in particular. This strategy would require that heads of departments and supervisors urge their postgraduate students to attend such courses. 5. Two major publishers of biomedical journals, Blackwell Publications and Elsevier Science, now provide lists of commercial editing services on their web sites. I strongly recommend that authors intending to submit manuscripts to their journals (including Blackwell's Clinical and Experimental Pharmacology and Physiology) make use of these services. This recommendation applies especially to those for whom English is a second language.
Lea, Mary R.; Stierer, Barry
In this article we examine issues of academic identity through the lens of academics' everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from…
The paper speaks about teaching writing through communicative approach in English for Specific Purposes, especially in Military English. There are presented three different approaches regarding writing in ESP: product, process and social-constructionist approach. The recent developments in ESP writing consider the social-constructionist approach…
Suggestions are presented to assist the nontechnically trained English as a second language teacher to create a syllabus for a technical writing course for foreign students who are studying science and technology. The syllabus for the English for Science and Technology (EST) writing course is based on the format of technical writing derived from…
Solano-Flores, Guillermo; Li, Min
The dependability of academic achievement measures for English language learners (ELLs) is influenced by three facts: (a) Each ELL has unique strengths and weaknesses in each language mode (listening, speaking, reading, and writing) both in English and in his or her first language, (b) each test item poses a different set of linguistic demands…
This study, incorporating survey and interview data, investigates the English writing habits of graduates of a bachelor's degree program in English at a public university in Thailand. Survey data show that the majority of the former students who responded (N = 104) write in English regularly, and they correspond with people in Inner, Outer, and…
Åberg, Eva Svärdemo; Ståhle, Ylva; Engdahl, Ingrid; Knutes-Nyqvist, Helen
Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…
Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood
Chitez, Madalina; Rapp, Christian; Kruse, Otto
Phraseology has long been used in L2 teaching of academic writing, and corpus linguistics has played a major role in the compilation and assessment of academic phrases. However, there are only a few interactive academic writing tools in which corpus methodology is implemented in a real-time design to support formulation processes. In this paper,…
Chen, Yu-Hua; Baker, Paul
This paper adopts an automated frequency-driven approach to identify frequently-used word combinations (i.e., "lexical bundles") in academic writing. Lexical bundles retrieved from one corpus of published academic texts and two corpora of student academic writing (one L1, the other L2), were investigated both quantitatively and qualitatively.…
Wu, Yan; Dong, Hailin
By exploring genre approaches in systemic functional linguistics and examining the analytic tools that can be applied to the process of English learning and teaching, this paper seeks to find a way of applying genre approaches to English writing class.
Boscolo, Pietro; Arfe, Barbara; Quarisa, Mara
An intervention aimed at improving academic writing--in particular, synthesis writing - was conducted with 52 undergraduate students of psychology of the University of Padua (Italy). Before and after the intervention, which lasted 12 weeks, participants were administered a questionnaire on beliefs about writing and a synthesis writing task. During…
When they are new to the grant game, even scholars with fine publishing records can struggle with proposal writing. Many are surprised to find that the writing style that made them successful as academics is not well suited to crafting a winning proposal. To succeed at grant writing, most researchers need to learn a new set of writing skills. This…
Academic writing, especially the writing of research articles, dissertations and theses, is often viewed in the literature as "writing up". It is as if first comes the research, an active creation of new knowledge, and then comes the writing, a relatively passive assembling of what has already been achieved. It is as if researching and writing…
Grant, Maria J
The process of writing for publication is a challenging one. It moves us from the spoken and written word into a realm that requires us to provide supporting evidence to develop an argument in a logical and progressive way. In English language journals, as elsewhere, the quality of the written word is a determining factor in the likelihood of a paper being accepted for publication. By reading past issues of a targeted journal, drawing on the expertise of colleagues and responding positively to feedback, it is possible to significantly enhance your prospects of publication.
In, Fan-yu; Liao, Hui-Chuan
Course designs for Basic English Writing classes vary from one course to another. The objective of this study was to investigate the semantic misinterpretation of English words found in the English compositions written by native-Chinese-speaking undergraduate students and to overcome if such a barrier occurred in the process of writing. First,…
Wu, Chia-Pei; Lin, Huey-Ju
This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…
Sui, Dan-ni; Chen, Zheng
Based on LSA's (Latent Semantic Analysis) measuring textual coherence and Halliday and Hasan's cohesive concepts and their categorization of cohesive devices, this paper analyzes coherent relatedness and cohesive devices of 100 Chinese students' English writings. The results indicate that (1) LSA is proved to be an objective and appropriate method…
Alavinia, Parviz; Hassanlou, Adel
The current study was aimed at investigating the relationship between academic Iranian EFL learners' extroversion/introversion and their writing performance. The participants of the study were some 52 BA learners majoring in English language literature in Urmia and Tabriz state universities. The chosen sample comprised of both males and females…
Hewings, Martin, Ed.
The papers in this volume were collected to honor T. Dudley-Evans on his retirement from the University of Birmingham. They explore a number of themes of current interest to those engaged in English language teaching and academic writing. The papers are: (1) Introduction (Martin Hewings); (2) Distance and Refined Selves: Educational Tensions in…
In this study, a qualitative analysis of 276 first-year Japanese university science major responses to plagiarism to deconstruct prevailing generalizations regarding the incidence of plagiarism by Japanese university students. These students were enrolled in a compulsory yearlong English academic writing course. While utilizing a contextualized…
The present study investigated how 6 Korean ESL graduate students in Canada used a suite of freely available reference resources, consisting of Web-based corpus tools, Google search engines, and dictionaries, for solving linguistic problems while completing an authentic academic writing assignment in English. Using a mixed methods design, the…
Rhee, Eunsook Ha
Academic writing in U.S. higher education often involves textual borrowing, referred to as the integration and documentation of reading sources and carried out with summaries, quotes, and paraphrases. Second language (L2) English students are likely to use sources inappropriately and consequentially are accused of plagiarism based on university…
English as foreign language (EFL) writers are often found to have weaker control of their academic writing, among which presenting an effective authorial stance has been reported as particularly challenging (Hyland, 1998a; Schleppegrell, 2004). In particular, student writers tended to deploy a stronger stance and be less effective with tentative…
The purpose of this dissertation is to explore the potential of Systemic Functional Linguistic (SFL) pedagogy to support English language learners (ELLs) in enhancing their meaning making potential as they engage in persuasive writing practices within academic contexts. The dissertation results from a teacher action research project in which the…
Vaughn, Allison A.; Bergman, Matthew; Fass-Holmes, Barry
Do undergraduates whose native language is not English have writing deficiencies leading to academic struggles? The present study showed that the answer to this question was "no" at an American West Coast public university. This university's nonresident undergraduates on average earned B- to B+ in their colleges' English…
Bush, Jonathan; Zuidema, Leah
This article presents the first installment of "Professional Writing in the English Classroom." The authors begin by answering the obvious question: What is professional writing? It isn't remedial writing, and it involves much more than writing memos, business letters, and resumes (although it certainly includes those genres). Professional writing…
Writing is the dominant mode through which most learning and assessment is mediated in schools. It is through writing that learners are most often asked to demonstrate their understanding of learned concepts and share their understandings of these concepts. If English language learners are to succeed in English medium schools, they must become…
Seda, Ileana; Abramson, Shareen
A study examined the emergence of English writing in a kindergarten classroom where about three-quarters of the students were limited-English-proficient (LEP) and spoke a variety of native languages, including Spanish, Hmong, Lao, and Cambodian. Regular daily journal writing sessions were videotaped periodically and analyzed over the course of the…
Seda, Ileana; Abramson, Shareen
Examines the emergence of English writing among 31 kindergartners. Concludes that stages of writing development are similar in native and nonnative speakers. Suggests that the relationship between oral and written language is transactional, and that language transactions benefit nonnative English speakers. Also suggests that personality influences…
This article describes a research project into the self-efficacy and anxiety of college English students at four universities in China. A total of 738 participants completed a questionnaire measuring self-efficacy and anxiety in writing in English. This was immediately followed by a writing task. The questionnaire used a seven point Likert type…
The current study is a qualitative case study that investigated the writing development of seven Chinese-speaking English language learners (ELLs) from kindergarten and 3rd-grade ESL classes in an elementary school in the Midwest and intended to discover the factors that affect students' English writing development in a one-year period.…
The objective of this research and development was to develop an effective blended instructional model via weblog to enhance English summary writing ability of Thai undergraduate students. A sample group in the English program of Nakhon Ratchasima Rajabhat University was studied in academic year 2010-2013. The research instruments were an…
Despite its importance of academic language, research on academic language is often limited to academic vocabulary and focused on the English language learners. Informed by systemic functional linguistics, this study examined adolescents' use of academic language and the relationships between its use and students' reading ability and…
Three writing development initiatives carried out at King's College London UK are discussed in this article to illustrate the need to draw on different theoretical models to create effective methods of teaching academic writing. The sequence of initiatives resembles a journey: the destination is to develop academic writing programmes suitable for…
Syrquin, Anna F.
The study examines the development of the registers of academic writing by African American college-level students through style and grammar: indirection inherent in the oral culture of the African American community and the paratactic functions of "because." Discourse analysis of 74 samples of academic writing by 20 African American undergraduate…
Wolsey, Thomas DeVere; Lapp, Diane; Fisher, Douglas
Academic writing is a mainstay of expression in secondary schools. However, many students think of academic writing in terms of local operations that include spelling, punctuation, use of third person, and so on. Teachers may expect mastery of local operations, but often they want students to navigate the terrain of the content area or discipline…
Dankoski, Mary E.; Palmer, Megan M.; Banks, Julianna; Brutkiewicz, Randy R.; Walvoord, Emily; Hoffmann-Longtin, Krista; Bogdewic, Stephen P.; Gopen, George D.
All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The "publish or perish" pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft of writing.…
Fageeh, Abdulaziz; Mekheimer, Mohamed Amin A.
This study aimed to recognize the pedagogical effects of Blackboard as a computer-mediated communication (CMC) environment for teaching academic writing and improving students' attitudes toward academic writing. Learners' interactions in the CMC environment of Blackboard were analyzed via a controlled descriptive design to examine how students…
Chukharev-Hudilainen, Evgeny; Saricaoglu, Aysel
Expressing causal relations plays a central role in academic writing. While it is important that writing instructors assess and provide feedback on learners' causal discourse, it could be a very time-consuming task. In this respect, automated writing evaluation (AWE) tools may be helpful. However, to date, there have been no AWE tools capable of…
Baleghizadeh, Sasan; Gordani, Yahya
Investigations into the effect of providing corrective feedback on L2 writing have often produced contradictory results. This study, following a line of research concerned with the role of corrective feedback in writing, contributes to this line of research by analyzing different feedback types in an EFL academic writing context. 45 graduate…
Murray, Rowena; Thow, Morag
The system currently deployed to assess research outputs in higher education can influence what, how and for whom academics write; for some it may determine whether or not they write at all. This article offers a framework for negotiating this performative context--the writing meeting. This framework uses the established theoretical underpinning…
Rass, Ruwaida Abu
This paper reviews and strengthens the data on cultural transfer by Arab Muslim students writing in English and adds the significant element of the cultural impact of Islam on such writing. This qualitative study examines the writing of 18 teacher trainees at an Arab language teacher training college in Israel. Results point to a strong cultural…
Salam, Ashraf Atta M. S.; Al Dyiar, Mosaad Abu
The study aimed at investigating the relationship between writing anxiety and writing self-efficacy in English for special education Arab learners of English. It also investigated the use of writing anxiety scores as a predictor of writing self-efficacy. In addition, it explored differences between males and females in both writing anxiety and…
Eubanks, Philip; Schaeffer, John D.
The phrase "academic bullshit" presents compositionists with a special dilemma. Because compositionists study, teach, and produce academic writing, they are open to the accusation that they both tolerate and perpetuate academic bullshit. We argue that confronting this problem must begin with a careful definition of "bullshit" and "academic…
The purpose of this study was to explore the role of students' use of writing strategies in light of their English writing achievements in Taiwan. This research used a cognitive approach to examine the process of writing. Forty student writers (including 20 low and 20 high achievers) in Taiwan participated in this study. Strategies used for…
California State Dept. of Education, Sacramento.
As a preliminary version of the rationale and content for the English-language arts portion of the "Survey of Academic Skills: Grade 12," this booklet describes elements of the new reading and editing tests to be used to complement a direct writing assessment in this part of the 1987-88 California Assessment Program (CAP). After a brief…
Zhao, Ruilan; Hirvela, Alan
As an important and a challenging source-based writing task, synthesizing offers rich opportunities to explore the connections between reading and writing. In this article, we report findings from a qualitative study of two Chinese students' learning experiences with academic synthesis writing in a university ESL composition course. Specifically,…
Walker, Madeline; Tschanz, Coby
Traditionally, there is very little formal instruction in academic writing for nurses in graduate programs. We, the writing scholar and a nurse educator and PhD student at a major Canadian university, describe how we collaborated on developing and delivering a 1-day academic writing workshop for incoming master of nursing students. By sharing this description, we hope to motivate nursing faculty to offer similar workshops to address the dearth of writing instruction for graduate students in nursing and to improve scholarship outcomes.
Markham, Lynda R.
Indicates features of Black dialect, or Black English vernacular, and discusses relationships between speaking Black English and learning to read and write. Suggestions for teaching speakers of Black English to write are offered. (RH)
This article discusses the danger of subtractive English in higher education in Norway. If the use of a mother tongue as the medium of communication at the highest academic levels ceases, is drastically reduced and replaced through the use of a foreign tongue, we may speak of subtractive learning. If the mother tongue is being replaced by a foreign tongue in academic writing, in research and university level teaching, the mother tongue will stagnate. The vocabulary needed has not been allowed to develop at the highest academic level. The author maintains that the Norwegian language is threatened as an academic language and here discusses the following five phenomena, all contributing to this threat: 1. The increasing use of English words in Norwegian academic, bureaucratic or technological language. 2. The sale of more academic literature in English and stagnation of academic literature in Norwegian. 3. The recruitment of teaching staff who do not speak Norwegian. 4. The growth in Master degree courses taught in English. 5. The financial rewards being given to academic staff publishing in an international language (read: English) instead of in the mother tongue.
Carbone, Paula M.; Orellana, Marjorie Faulstich
This paper examines how writing samples produced by middle school students reveal their emerging academic identities through their rhetorical choices in writing. Analyses of two texts produced by each student revealed students' implicit understandings of the requirements of academic voice. Through comparisons of each student's texts, strategies…
This one-year study explores the possibility of integrating critical pedagogy into undergraduate English writing classes in Taiwan. The participants were the students in 2 first-year writing classes taught by the researcher. For these classes, I reinvented Freire's (2000) pedagogy of the oppressed, which emphasizes problem-posing, dialogue, and…
This paper examines the place of poetry writing in the post-16 English curriculum in Malta. In presenting the results of a small-scale study adopting a mixed methods approach, it explores the views of teachers, students and an influential examiner. The paper proposes that while there seems to be an appreciation of what creative writing can…
Liu, Qing; Zhou, Xiaodi; Fu, Danling
This article presents two separate but related studies on native-English speaking (NES) instructors' teaching writing practice in Chinese universities. One study is a case study that explores the teaching practice of three NES instructors' writing instruction in a southern Chinese university as well as students' responses to their practice.…
Dixon, L. Quentin
This article describes the phonological awareness and English writing skills among a sample of 297 Singaporean kindergarten children, stratified by ethnicity (Chinese, Malay, and Indian), and examines the relationship between oral language and writing skills in this multilingual population. Overall, Singaporean kindergartners, nearly all of whom…
Hedberg, Jacqueline H.
Notes that writing can be a more effective tool for social studies learning if assignments require students to generate their own thoughts rather than restate someone else's ideas. Offers a two-day lesson on the reform of child labor practices during the English Industrial Revolution. A wide variety of writing activities are featured. (JDH)
Schulz, Melissa M.
The total number of English Language Learners in the American public schools is more than 4.5 million students or 9.6% of the total school population. This article focuses on instructional writing strategies and assessments for English Language Learners in the elementary classroom. This article provides early childhood education teachers with…
This paper presents the background, purpose and components of a creative writing course conducted in the Department of English at Sun Yat-sen University as part of the reform in the teaching of English in China. It explains and demonstrates the different components of the course and argues, drawing on evidence from students' work and reflections,…
The purpose of this study is to investigate the relationship between the use of connectives by learners of English as a foreign language and their length of study. Eighteen writing samples were collected, six from learners with 2 years of study of English and 12 from learners with 3 years of study. Results found that students' length of study was…
Academic writing and education in foreign and second languages both have lengthy histories. Their histories have diverged but also intersected. Matsuda (2005), for example, described the convergence in policies that led to a distinctive discipline of "L2 writing" in higher education in the U.S.A. during the latter part of the 20th century.…
Dehghan, Farzaneh; Razmjoo, Seyyed Ayatollah
Academic writing at advanced levels is the most important way of demonstrating one's expertise in a discipline. Developing this kind of competence is especially a challenging effort for students in foreign language contexts. Many factors may be involved in determining why some students are more and some are less motivated in writing successful,…
Malinowski, Patricia A.
Describes a research project designed to take students from personal writing to academic writing requiring research and application of documentation skills. Explains that the project involves choosing a career, is divided into four parts, and is completed over a four- to five-week period. (MG)
Johnson, W. Brad; Mullen, Carol A.
This concise guide to writing is designed to help any academic become not only productive but truly prolific. It is a pithy, no-nonsense, no-excuses guide to maximizing the quality and quantity of scholarly output. The authors offer an accessible overview of the art of writing efficiently and effectively, provide a one-stop source for the nuts and…
Adopting the social theory of writing and new rhetorical genre studies (Bakhtin, 1986; Dias, Freedman, Medway, & Pare, 1999; Freedman & Medway, 1994; Miller, 1984/1994) as the theoretical framework in this study I made an attempt to explore graduate students' perceptions of academic writing as a mode of communication in academia. I interviewed…
This book explores why students from other cultures often find it difficult to learn academic writing and understand its purpose in a U.S. university. The book discusses how these students' writing is influenced by cultures where people communicate indirectly and holistically, value the wisdom of the past, and downplay the individual in favor of…
Wilson, Jane; Fang, Chloe; Rollins, Jenice; Valadez, Destinee
This project sought to gain a closer look at the contrast of oral language opportunities experienced by English learners and native speakers of English in order to draw implications for practicing teachers. Specifically, the authors explored how often and when English learners and native speakers of English engage in academic speaking in K-8…
Developmental writing students pose particular problems for composition instruction because of their pragmatic orientation and because they come from and live in an oral, nonliterate culture. The writing instructor must create writing situations that make real-world demands and bring about real-world consequences, and assign topics that students…
Shrestha, Prithvi; Coffin, Caroline
Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach…
Onwuegbuzie, A J; Collins, K M
Academic procrastination has been associated with both fear of failure and task aversiveness. Researchers have reported that most undergraduate and graduate students delay academic tasks. Among the latter, a large proportion report procrastination in writing term papers. Such procrastination may originate from and lead to anxiety about writing so the present purpose was to investigate the relationship between scores on Daly and Miller's 1975 Writing Apprehension Test and on the two dimensions, i.e., fear of failure and task aversiveness, of Solomon and Rothblum's 1984 Procrastination Assessment Scale-Students. Participants were 135 graduate students of varied disciplinary backgrounds. Correlations between writing apprehension and academic procrastination stemmed from fear of failure (29) and task aversiveness (.41). Implications are discussed.
Huang, Xiaoyu; Liang, Xueying; Dracopoulos, Effie
Up to now, most researchers have been paying attention to the negative transfer of mother tongue to second language writing. Few studies, if any, have touched upon the positive transfer. Therefore, the purpose of this study is to investigate the positive transfer of Chinese to 26 first-year university students' English writing holistically and…
This article asks us to consider what the process of healing and composition pedagogy have to learn from each other. More specifically, it identifies how the therapeutic potential of writing, which has been largely neglected in the academy in recent years, can influence the ways we teach transferable writing skills. The article considers how…
Pasternak, Donna L.; Longwell-Grice, Hope; Shea, Kelly A.; Hanson, Linda K.
This article addresses the impetus for joining and maintaining writing groups in academe. The authors consider the motivations and purposes for organizing and forming such groups. Revealing the complexities of writing both as profession and in pursuit of the profession, they analyze their experiences as collaborative writers. They examine the…
Few studies have investigated how metacognitive processes foster the application of genre knowledge to students' academic writing. This is largely due to its internal and unobservable characteristics. To bridge this gap, an online writing system based on metacognition, involving the stages of planning, monitoring, evaluating, and revising, was…
Reynolds, Barry Lee
In the age of "publish or perish," publishing academic journal articles is a must, not only for professors but also for graduate students in Taiwan. Increasingly, Taiwanese research universities are requiring masters and PhD students to write theses and dissertations in English, with an added caveat for PhD students to publish two or more articles…
Sharma, Bal Krishna
This study investigates the teacher role in mediating the task and the learner in an advanced academic writing class. Having identified three verbal (non-)participation patterns of students in collaborative tasks (silence, dominance, and off-task talk), I examine how these interactional concerns are understood and addressed by English as a second…
Li, Ting; Wharton, Sue
This article presents a qualitative, comparative study of metadiscourse in the academic writing of two groups of undergraduate students working in two different disciplines. The groups of students were: 1) Native speakers of Mandarin studying in China through the medium of English; 2) Native speakers of Mandarin studying in the UK through the…
Graham, Leah Sharice
English for Academic Purposes literature is often criticized for its very functional interpretation of language (e.g. Benesch, 2001) which ignores the intellectual, cultural, and social side of learning in an attempt to appear "neutral." Furthermore, writing is the EAP skill area which seems to provide students with the most difficulty.…
Guerrero, Michael D.
This article examines the primary assumption underlying the recent passage of propositions aimed at meeting the need of English language learners (ELLs). The assumption is that English language learners normally need only one year of intensive structured English immersion to learn English well enough to be academically successful in an all-English…
Hijikata, Yuko; Nakatani, Yasuo; Shimizu, Maki
Academic reading has been less emphasized compared with academic writing as a site of research inquiry. Although some studies have examined reading strategy use in academic reading (e.g., Block, 1986; Plakans, 2009), these studies used short passages only, and there have been a few studies that have focused on the mental representation constructed…
Handforth, Rachel; Taylor, Carol A.
This article emerged as the product of a collaboration between two individuals at different stages of our academic careers, one a beginning researcher and the other a senior academic. Written as an experimental "bricolage", the article weaves together two main threads to chart our engagements with feminist research and with writing…
This book presents a series of personal essays in which the author analyzes and dramatizes the significance of subordination in academic life. Academic life is examined in terms of issues (such as sexual harassment) and structures (such as the figure of the dissertation director) but especially in terms of texts. The book looks at the stream of…
Hess, Steven Timothy Michael
Writing for scientific publication represents an opportunity to interact with colleagues and make a positive contribution to the academic community. However, there is a growing concern regarding the ability of graduate students' to transfer writing skill sets learned at the graduate and undergraduate levels into professional settings. The main…
Academic listening plays an important role in an ESL university student's academic success. Research in EAP has begun to show that ESL students have difficulty in English academic listening at American universities. Chinese students, who are from a different educational system and cultural environment, experience particular challenges in English…
Cameron, Carrie; Deming, Stephanie P; Notzon, Beth; Cantor, Scott B; Broglio, Kristine R; Pagel, Walter
Research articles are the coin of the realm for anyone working in academia, and success or failure to publish determines a biomedical researcher's career path. At the same time, the dramatic increase in foreign faculty and trainees in U.S. academia, as well as in international scientific collaboration, adds another dimension to this developmental vacuum: limited English-language skills. Paradoxically, few programs exist to develop and support the skills needed to accomplish the vital task of writing English-language research articles, which does not come naturally to most. To better prepare all trainees for research careers, editors in the Department of Scientific Publications at The University of Texas M. D. Anderson Cancer Center created an in-depth training program that would target the writing skills gap effectively. Instruction focused on structure, rhetorical organization, and the conventions of biomedical publishing. More than 300 trainees have participated in 22 workshops. Results of a survey of 46 participants at 6 months to 2.5 years after workshop completion indicated that participants from all language backgrounds believed the course to have improved their writing (97.8% strongly agreed or agreed), made it easier to begin a manuscript (80.4%), and helped them to get published (56.8%), with nonnative speakers of English reporting somewhat greater perceived benefit than native English speakers. On the basis of these results, the authors conclude that researchers of varied linguistic backgrounds appreciate the need for, and benefit from, instruction in the conventions of scientific writing.
This study examines multilingual high school writers' individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents' writing. Addressing adolescent writers' language socialization through microethnographic discourse analysis, the author…
Writing is a kind of creative thinking activity. The teaching of three-part argumentative writing is crucial in college English instruction. Many English majors that fail to write well lack sufficient input of English argumentative reading materials, use Chinese thinking and structure to express their ideas, and lack frequent and sufficient…
The Report of Chinese Students' English Writing Ability (2014) focuses on the Chinese students' English writing in the automated essay-evaluation context. The data and samples are primarily from a national-wide writing project involving 300,814 English as a Foreign Language participants from 452 schools in China during a period of April 10 to May…
The present study investigates the use of English lexical collocations and their relation to the online writing of Taiwanese college English majors and non-English majors. Data for the study were collected from 41 English majors and 21 non-English majors at a national university of science and technology in southern Taiwan. Each student was asked…
Stivers, Jan; Cramer, Sharon F.
Despite the challenges of heavy workloads, family responsibilities, and differences in work styles, two senior faculty members used collaboration to reenergize their scholarly efforts; the results include increased research and publication (three joint articles and a book) as well as a new enjoyment of the research and writing process. This…
Altay, Ismail Firat
As is known, writing is an indispensable part of language education. As far as English Language Teaching Departments are concerned, writing courses, especially Advanced Writing Skills, are taken as a course of higher importance. However, forming a syllabus for Advanced Writing Course for English Language Teaching Departments is not an easy matter.…
Theme and thematic progression (T/TP) is a major aspect of the way that speakers construct their messages in a way which makes them fit smoothly into the unfolding language event. While studies have illustrated the usefulness of observing T/TP to identify English learners' writing difficulties and suggested that T/TP should be included in English…
Fay, Kathleen; Whaley, Suzanne
Written for the general classroom teacher whose class includes English language learners (ELLs), as well as for ELL teachers working in general classrooms, this book portrays ELL students in grades 3-6 who learn essential reading and writing skills and are full members of the classroom community. Throughout the book, the authors emphasize the…
Jones, Sally Ann
This article proposes a pedagogic innovation in teacher education by articulating a method for writing learning outcomes for English language lessons in multilingual school contexts. The argument for this approach is founded on curriculum studies; however, the practice also draws specifically on applied psycholinguistic and sociolinguistic…
A technique used in college-level accounting courses helped students to develop technical expertise and, at the same time, to improve writing skills. The approach was intended for classes that include both large groups of students learning English as a Second Language (ESL) and groups of non-ESL students. Student responses to exam questions were…
Japanese English education has focused mainly on teaching passive skills such as reading and listening, whereas actual business activities in society require active skills such as writing and speaking in addition to the passive skills. This educational situation is estimated to be a reason Japanese engineers are less confident in writing and speaking than in reading and listening. This paper focuses on details of the English Technical Writing Test provided by the Japan Society of Technical Communication and emphasizes the importance of the active skills, mainly focusing on what skills should be taught in the future and how to develop these skills. This paper also stresses the necessity of learning rhetoric-related skills, concept of information words, as well as paragraph reading and writing skills based on the concept of the 3Cs (Correct, Clear, and Concise) as a means to develop technical writing skills for engineers.
Basic English Writing (BEW) courses have been part of English learning curricula in many universities. Some research has been conducted to investigate various class designs for English language courses. However, class designs for English writing are not yet abundantly developed to provide more experimental results. The purpose of this study was to…
This article discusses an approach to teaching used at Calexico Unified School District, a California-Mexican border high school, by a group of teachers working to make teaching and learning more relevant to Chicano and Mexican students' lives and to improve their academic achievement in writing. An off-shoot of a training program for English…
Skues, Jason L.; Wise, Lisa
Herein, we describe the implementation of, and responses to, a structured writing workshop in the form of an academic boot camp. Participants were 42 undergraduate psychology students from a medium-sized Australian university who were completing their major assignment for the semester. A majority of the students expressed satisfaction with the…
Bakhtiyari, Kaveh; Salehi, Hadi; Embi, Mohamed Amin; Shakiba, Masoud; Zavvari, Azam; Shahbazi-Moghadam, Masoomeh; Ebrahim, Nader Ale; Mohammadjafari, Marjan
This paper discusses plagiarism origins, and the ethical solutions to prevent it. It also reviews some unethical approaches, which may be used to decrease the plagiarism rate in academic writings. We propose eight ethical techniques to avoid unconscious and accidental plagiarism in manuscripts without using online systems such as Turnitin and/or…
Biber, Douglas; Gray, Bethany
The stereotypical view of professional academic writing is that it is grammatically complex, with elaborated structures, and with meaning relations expressed explicitly. In contrast, spoken registers, especially conversation, are believed to have the opposite characteristics. Our goal in the present paper is to challenge these stereotypes, based…
Bush, Jonathan; Zuidema, Leah
In this article, the authors report the importance of teaching students about collaborative writing. When teachers are effective in helping students to learn processes for collaborative writing, everyone involved needs to speak, listen, write, and read about how to write well and what makes writing good. Students are forced to "go meta"…
Freberg, Miranda E.
The purpose of the study was to investigate how English language proficiency is related to teacher judgments of students' academic and interpersonal competence. It was hypothesized that English Language Learner (ELL) students would generally be perceived as having weaker academic and interpersonal skills than their non-ELL counterparts regardless…
Sánchez, Fernando; Lane, Liz; Carter, Tyler
English 106: Introductory Composition is a mandatory four credit hour course offered at Purdue University. English 106 is offered by the English department through the Introductory Composition at Purdue program (ICaP), supervised by the Writing Program Administrator (WPA) of first-year composition (FYC). Students enrolled in English 106 gain…
The writing activities involved in research are not fully articulated in discussions of academic work. In this context, academics say they have to disengage from other tasks in order to write, which raises fundamental questions about the place of writing in academic work. A study designed to find out more about this disengagement showed that it…
In this article I describe my interaction as an English for academic purposes (EAP) practitioner with a supervisor and her two postgraduate international students, both of whom were second language speakers of English (L2). Because of linguistic and relationship issues the supervisory experience for the parties was challenging and frustrating. I…
Pineteh, Ernest A.
This article discusses the academic writing challenges of undergraduate students at Cape Peninsula University of Technology (CPUT), South Africa. It examines challenges such as lack of a mastery of academic writing conventions, analysis of writing topics, using writing to construct social identities; ability to research and apply knowledge across…
Most work on writing and publication processes focuses on writing support for undergraduates or postgraduates writing in the disciplines, while work on academic identities frequently considers development as a university teacher. This essay consider the reviewing process for academics who write, whether doctoral students, researchers, teachers or…
Using the academic writing sub-corpora of the Corpus of Contemporary American English and the British National Corpus as data and building on previous research, this study strives to identify the most frequently-used multi-word constructions (MWCs) of various types (e.g., idioms, lexical bundles, and phrasal/prepositional verbs) in general…
Pae, Hye K.
The aim of this study was to apply Rasch modeling to an examination of the psychometric properties of the "Pearson Test of English Academic" (PTE Academic). Analyzed were 140 test-takers' scores derived from the PTE Academic database. The mean age of the participants was 26.45 (SD = 5.82), ranging from 17 to 46. Conformity of the participants'…
Introduction. The greatest importance of the continuing professional development is the use of 3-5 languages, with at least 2-3 on the level of native/first language to form varied cooperative networks for the creation of new knowledge. English for Academic Purposes activity as a form of life activity is a basic demand for studying English for…
Donnelly, Whitney Bray; Roe, Christopher J.
Often, English-language development (ELD) is taught during a dedicated time of the school day. There is often a mismatch between the content of ELD and the lessons taught during core instruction provided during the remainder of the day. During core instruction, teachers use specially designed academic instruction in English strategies to ensure…
This is the 2010-11 annual report on the academic progress of English language learners in the Miami-Dade County Public Schools. The purpose of the report is to: (1) Describe the demographic characteristics of students classified as English Language Learners (ELL) in the Miami-Dade County Public Schools (M-DCPS); (2) Provide data regarding ELL…
English writing plays an indispensible part in EFL (English as a Foreign Language) learning for Chinese students, which accounts for a high score in an English test in China. And it is also a comprehensive reflection of students' abilities in L2 application. However, most non-English majors in vocational and technical colleges have great trouble…
De Silva, Radhika
Writing for academic purposes in a second/foreign language is a major challenge faced by many students at both secondary and tertiary levels. This suggests that displaying content knowledge and understanding of a subject through a second language is a very complex process. This article discusses the findings of a longitudinal intervention study…
Townsend, Dianna; Collins, Penny
The goal of this experimental intervention study was to determine if evidence-based instructional strategies for general vocabulary words are effective with middle school English learner (EL) students and academic vocabulary words. Participants showed significantly more growth in their knowledge of academic vocabulary during the treatment…
Light, Richard L.; And Others
Analysis of Test of English as a Foreign Language (TOEFL) scores, grade point averages, graduate credits earned, and academic majors of 376 international graduate students indicate that TOEFL scores are not effective predictors of academic success. Significant correlation was seen between TOEFL scores and graduate credits earned. (Author/CB)
Dwyer, Trudy; Friel, Deborah; McAllister, Margaret; Searl, Kerry Reid; Rossi, Dolene
An important way to advance the profession of nursing, to promote best practice and to improve the quality of nursing care, is for nurses to publish. A publication track record is necessary to gain competitive research funding, build knowledge, disseminate new insights and advance the profession. However, academics often experience obstacles in publishing ranging from a pervasive teaching culture, lack of confidence in writing, and lack of strategies to write more strategically. The benefits of writing retreats have been discussed within the nursing and other academic literature but the specifics about the method as well as the unplanned benefits have not been explored. More exploration and discussion is needed about factors assisting writers to complete papers and successfully publish. This paper discusses a novel intervention which aimed to seed the beginnings of a flourishing scholarly community at a regional Queensland University. The paper also presents qualitative and quantitative evaluation data.
Dwyer, Trudy; Friel, Deborah; McAllister, Margaret; Searl, Kerry Reid; Rossi, Dolene
An important way to advance the profession of nursing, to promote best practice and to improve the quality of nursing care, is for nurses to publish. A publication track record is necessary to gain competitive research funding, build knowledge, disseminate new insights and advance the profession. However, academics often experience obstacles in publishing ranging from a pervasive teaching culture, lack of confidence in writing, and lack of strategies to write more strategically. The benefits of writing retreats have been discussed within the nursing and other academic literature but the specifics about the method as well as the unplanned benefits have not been explored. More exploration and discussion is needed about factors assisting writers to complete papers and successfully publish. This paper discusses a novel intervention which aimed to seed the beginnings of a flourishing scholarly community at a regional Queensland University. The paper also presents qualitative and quantitative evaluation data. PMID:25773450
This study explores a second-grade English language learner's literacy development and ability to use blogging for social and academic purposes, in the context of learning academic writing genres in a US urban school. Grounded in sociocultural theories, it conceptualizes learning as appropriation, and language as a dynamic and functional…
Mechanics play as essential a role as language presentation is the English writing of an andrological paper, and directly influence its quality and publication. They, however, frequently fail to receive due attention. In view of the typical problems among Chinese authors in English writing, and with a wide range of SCI included medical journals for reference, the author draws on his experience as an English editor for medical journals and introduces some most important and practical English writing mechanics, aiming to contribute to further standardization and improvement of Chinese authors'English writing of andrological as well as other medical papers.
Arslan, Recep S.; Sahin-Kizil, Aysel
Blog use may offer instructors a helpful tool for teaching writing at the tertiary level in Teaching English as a Foreign Language (TEFL) classrooms. This article reports on a quasi-experimental study regarding the effect of blog-centered writing instruction on students' writing performance. Fifty intermediate English students at a Turkish…
Although English teachers have implicitly been aware of the functions of writing, they may not always have explored the ways writing can be used to enhance learning: learning of content, of skills, and of self. Arthur Applebee noted that English teachers were most likely to stress personal and imaginative experiences in their writing assignments,…
Alberta Dept. of Education, Edmonton. Student Evaluation and Records Branch.
This booklet provides samples of student writing that exemplify the standards that governed the scoring of student essays on the June 1988 English 33 Diploma Examination. Both major and minor writing assignments for seven students are provided, with examples of the full range of student writing. The English 33, Part A, Written Response requires…
Molitor, Stephen J; Langberg, Joshua M; Bourchtein, Elizaveta; Eddy, Laura D; Dvorsky, Melissa R; Evans, Steven W
Students with attention-deficit/hyperactivity disorder (ADHD) often experience a host of negative academic outcomes, and deficits in reading and mathematics abilities contribute to these academic impairments. Students with ADHD may also have difficulties with written expression, but there has been minimal research in this area and it is not clear whether written expression abilities uniquely contribute to the academic functioning of students with ADHD. The current study included a sample of 104 middle school students diagnosed with ADHD (Grades 6-8). Participants were followed longitudinally to evaluate whether written expression abilities at baseline predicted student grade point average (GPA) and parent ratings of academic impairment 18 months later, after controlling for reading ability and additional relevant covariates. Written expression abilities longitudinally predicted both academic outcomes above and beyond ADHD and oppositional defiant disorder symptoms, medication use, reading ability, and baseline values of GPA and parent-rated academic impairment. Follow-up analyses revealed that no single aspect of written expression was demonstrably more impactful on academic outcomes than the others, suggesting that writing as an entire process should be the focus of intervention. (PsycINFO Database Record
Campbell, Heather; Espin, Christine A.; McMaster, Kristen
The purpose of this study was to examine the validity and reliability of Curriculum-Based Measures in writing for English learners. Participants were 36 high school English learners with moderate to high levels of English language proficiency. Predictor variables were type of writing prompt (picture, narrative, and expository), time (3, 5, and 7…
Academic language is the linguistic glue that holds the tasks, texts, and tests of school together. If students can't use this glue well, their academic work is likely to fall apart. According to the author of this article, "academic language" is defined as the set of words and phrases that (1) describe content-area knowledge and procedures; (2)…
Analyzes George Orwell's 1946 essay, "Politics and the English Language," to develop an argument about compositional pedagogy and the nature of writing itself. Points out the dangers of promulgating only the "plain style" of language usage and the paradoxical advantages of combining classical rhetoric with radical politics. (RL)
Melles, Gavin; Lockheart, Julia
In disciplines with long histories in higher education, academic literacies, including writing practices, are less contested than in newer academic fields such as art and design. The relatively recent incorporation of such fields and schools into the university sector has required these fields to create academic writing practices consistent with…
Argaman, Osnat; Abu-Rabia, Salim
Examined the influence of language anxiety as measured by a questionnaire on achievements in English writing and reading comprehension tasks. Subjects were native speakers of Hebrew, aged 12-13 years, learning English as a second language.(Author/VWL)
Richards, Janet C.; Miller, Sharon K.
This clear, reader-friendly book is carefully designed to help readers gain confidence and acquire competence in their academic writing abilities. It focuses on real people as they write and actively involves readers in the writing process. The authors' innovative approach encourages reflection on how professional writing initiatives connect to…
The teaching of writing, and the teaching of developmental and ESL/EFL writing in particular, has historically given priority to the sentence, often in theory and almost always in practice. The writing approach modeled here simply argues that the paragraph should be given primacy of place in ESL/EFL academic writing instruction. The…
Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively 'young' academic discipline, the 'theory-practice' divide, a knowledge bed lying on a complex intersection of two 'antithetical sciences' and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching from theoretical educational models, such as Lea and Street's 'academic literacies model,' including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account.
Cable, Christian T.; Boyer, Debra; Colbert, Colleen Y.; Boyer, Edward W.
Background The need for consistent academic productivity challenges junior clinician-scholars, who often lack the aptitude to ensure efficient production of manuscripts. Intervention To solve this problem, an academic division of a major medical center developed an off-site writing retreat. The purpose of the retreat was not to teach writing skills, but to offer senior mentor assistance with a focus on the elements of manuscript writing. Methods The retreat paired senior faculty members with junior staff. Senior faculty identified manuscript topics and provided real-time writing and editing supervision. Team-building exercises, midcourse corrections, and debriefing interviews were built into the retreat. The number of manuscripts and grant proposals generated during the 2008–2011 retreats was recorded, and the program was evaluated by using unstructured debriefing interviews. Results An average of 6 to 7 faculty members and fellows participated in each retreat. During the past 4 years, participants produced an average of 3 grant proposals and 7 manuscripts per retreat. After the writing retreat, each fellow and junior faculty member produced an average of 4 scholarly products per year, compared to fewer than 2 for prior years' retreats. Participant feedback indicated the success of the retreat resulted from protected time, direct mentorship by the scholars involved, and pairing of authors, which allows for rapid production of manuscripts and accelerated the editing process. More than 80% of mentors returned each year to participate. Conclusions The writing retreat is a feasible, effective strategy to increase scholarship among faculty, acceptable to mentees and mentors, and sustainable over time. PMID:24404277
Dickson, Tom; Olson, Lyle
News writing students at two universities were surveyed concerning their perceptions of freshman composition and its usefulness for other academic writing, journalistic writing, and the work world. The survey was also designed to determine whether students believed freshman composition and journalism emphasized the same writing skills and whether…
Derish, Pamela A; Maa, John; Ascher, Nancy L; Harris, Hobart W
Writing and publishing are key to career development and academic success for surgeons who have less time than ever to devote to these activities. To improve the scientific writing skills of its faculty and trainees and to help them complete their manuscripts and grant proposals more quickly, the Department of Surgery at the University of California, San Francisco (UCSF) established a service dedicated to scientific writing and editing. Through coursework in scientific writing, individual writing consultations, and editorial review, the service helps academic surgeons with the difficult tasks of writing and publishing their research and seeking extramural funding. The service has rapidly become a successful adjunct to the academic mission of the UCSF Department of Surgery and could offer a model for other academic surgery departments to increase scientific productivity and advance the academic surgical mission.
... Office of English Language Acquisition; Overview Information; Language Enhancement, and Academic... Deputy Secretary and Director for the Office of English Language Acquisition, Language Enhancement, and... Secretary and Director, Office of English Language Acquisition, Language Enhancement, and...
Short, Deborah J.; Fidelman, Carolyn G.; Louguit, Mohammed
This article describes a study examining the effects of Sheltered Instruction Observation Protocol (SIOP) model instruction on the academic language performance of middle and high school English language learners. The SIOP model is an approach for teaching content curriculum to students learning through a new language. Teachers employ techniques…
According to Beck, McKeown, and Kucan's Three Tier Model (2002), when it comes to language instruction the distinction between academic vocabulary words and content specific words has a significant bearing on the language success of English language learners (ELLs). In this article, the author describes strategies that give teachers and parents…
Martirosyan, Nara M.; Hwang, Eunjin; Wanjohi, Reubenson
Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59…
Indiana State Dept. of Education, Indianapolis.
This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven…
Indiana State Dept. of Education, Indianapolis.
This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven…
Indiana State Dept. of Education, Indianapolis.
This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following…
Indiana State Dept. of Education, Indianapolis.
This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven…
Olson, Carol Booth; Scarcella, Robin; Matuchniak, Tina
Expectations for high-level academic writing, especially in the Common Core era, have never been higher. Middle school and high school students are being asked to do close readings of complex texts and then respond in writing using academic discourse. This is a challenging task for many students, but perhaps none as great as for English language…
English textbooks are widely used in every discipline in the majority of colleges and universities in Taiwan. To prepare college students for their future careers, it is necessary they be given systematic training and practice in reading these books. However, due to time constraints, most content teachers focus on the delivery of content rather…
Valdez, Angela L.
The number of English language learners (ELLs) within the school system in one Western U.S. state continues to rise; writing scores of ELLs lag well behind those of their English speaking peers. The purpose of this ex post facto quantitative causal comparative study was to examine the writing achievement of fourth grade ELLs instructed within a…
Ide, Richard S.
Discusses the separation of the Freshman Writing and English department at the University of Southern California (USC). Advocates reengaging the English department with first-year students and with writing. Suggests a move from amicable separation toward reunion, but a reunion defined as reengagement, not remarriage. (PRA)
Büyükyavuz, Oya; Çakir, Ismail
Writing in a language, whether the target or native, is regarded as a complex activity operating on multiple cognitive levels. This study aimed to uncover the factors which motivate teacher trainees of English to write in English in an EFL context. The study also investigated the differences in the ways teacher trainees are motivated in terms of…
Akinwamide, Timothy Kolade
This study examined the influence of Process Approach on English as second language Students' performances in essay writing. The purpose was to determine how far this current global approach could be of assistance to the writing skill development of these bilingual speakers of English language. The study employed the pre-test post-test control…
Wang, Min; Perfetti, Charles A.; Liu, Ying
This study investigated cross-language and writing system relationship in biliteracy acquisition of children learning to read two different writing systems--Chinese and English. Forty-six Mandarin-speaking children were tested for their first language (Chinese-L1) and second language (English-L2) reading skills. Comparable experiments in Chinese…
Dong, Tian; Yue, Lu
This research attempts to discuss the validity of introducing the evaluation of students' critical thinking skills (CTS) into the assessment system of college English writing through an empirical study. In this paper, 30 College English Test Band 4 (CET-4) writing samples were collected and analyzed. Students' CTS and the final scores of collected…
Lin, Wen-Chuan; Yang, Shu Ching
This study explored college students' experiences with and perceptions of integrating both the Google.doc and peer e-tutors into an English writing course. This socio-cultural study employed online collaborative learning mechanisms with an attempt to develop students' English writing skills and motivation over the course of one year.…
There have been interests in finding appropriate ways in which students learn to write in English as a second or foreign language (ESL/EFL). Educators should be aware that ESL/EFL learners are less privileged in terms of exposure to the target language when compared to their English native speaker counterparts. Ironically, writing instructions to…
The purpose of this study was to address a writing teacher's perspective about integrating Facebook, a social networking site, into a university-level English writing course in Taiwan. Data, including interviews with the teacher and class postings on Facebook, were analyzed inductively, qualitatively, and interpretively, resulting in three…
We are pleased to offer another brief article for our series on Academic Skills. This series aims at providing short, concrete, and practical tips on how to conduct and improve your life in academia. Whether beginner or fully trained investigator, we share the same challenges in succeeding in our professions, challenges which schooling never prepared us for. Perhaps grant writing, the subject of this article, is the most mysterious, fear-provoking and misunderstood type of skill needed in our careers. In fact, for these reasons, some people have never dared adventure into grant writing. Yet, this activity is not only essential for running our research but also for other numerous purposes including training people, buying equipment, getting a job, and being granted tenure. The tips provided here are widely applicable if you are interested in writing a grant, regardless of your country of origin. Therefore, it is my hope that these tips increase your chances of success in grantmanship along with the satisfaction that may come from achieving all the goals that these funding aids make possible.
Use of the writing workshop format to introduce creative writing in English-as-a-Second-Language (ESL) classes is discussed. The reasons for including creative writing and using the writing workshop format are outlined, and the author's experience using this format in three very different teaching situations (basic ESL writing, academic ESL, and…
To help provide writing instruction to elementary school children who are taught English as a second language, a writing project was designed for three ESL students: a third grader from Japan, a fourth grader from Costa Rica, and a fifth grader from Indonesia. The goals of the project were to help the students find writing to be enjoyable and…
This paper has made an investigation on the current writing teaching mode among English majors in normal universities in China, by means of questionnaire, interview and class observation. The study finds out that the current writing teaching mode is not purely product approach or process approach. In fact, the two approaches to writing co-exist in…
Cho, Hyonsuk; Brutt-Griffler, Janina
This study reports Korean English language learners' perceived needs concerning their learning of reading and writing and how the integrated reading and writing instruction impacts their reading comprehension and summary-writing abilities. The study also delineates teacher's challenges faced during the instruction. A total of 93 students in a…
Chao, Yu-Chuan Joni; Lo, Hao-Chang
This study proposes a Wiki-based collaborative writing approach to the writing process for EFL (English as a foreign language) learners. A five-stage computer-mediated collaborative writing project including collaborative planning, partitioned drafting, peer-revising, peer-editing, and individual publishing was blended with on-campus English…
Pireh, Diane Flanegan
This article presents strategies for using two types of essay-writing rubrics in a developmental English class of students transitioning into college-level writing. One checklist rubric is student-facing, designed to serve as a guide for students throughout the writing process and as a self-assessment tool. The other checklist rubric is…
Powell, Mary G.
This research studies the effects of a writing community on three novice, middle school, Title I language arts teachers' perceptions of themselves as educators and as writers. The participants wrote on topics of their selection, on a bi-monthly basis, for one semester, to explore their teaching and learning. The teachers are in their first…
Zhang, Yanyan; Guo, Hui
This paper aims to analyze the relationships between English writing and domain-specific motivation and self-efficacy of Chinese EFL learners. 66 English major students from two grades were invited as participants to complete a writing task and two self-designed questionnaires on English writing motivation and self-efficacy, respectively. It was…
Wardale, D.; Hendrickson, T.; Jefferson, T.; Klass, D.; Lord, L.; Marinelli, M.
Academic writing groups are acknowledged as a successful approach to increasing research publication output and quality. However, the possible links between the formation and ongoing utilisation of writing groups and improvements in scholarly written research outputs remain relatively undertheorised. In this article, we draw on academic writing…
Gunter, Kimberly K.
In this article, I revisit the Elbow/Bartholomae debate, review recent scholarship on academic writing, and discuss the ways that the mandates of traditional academic writing can further disenfranchise already marginalized students. I suggest that, due to the double consciousness with which these students often live, they come into classrooms…
Examines the acquisition of academic writing skills by adult students studying by distance learning in the United Kingdom. Results indicate that the text-based nature of distance leaning affects both the way in which students acquire writing skills and the development of their identity as academic writers. Differences in the learning process were…
Goldburg, Maxine E.
Learner-centered methodology like peer review is problematic in the pluralism of the ESL classroom when teaching academic English composition. A distinct complication is the form writing instruction should take given the interaction and variations between ESL students' L1 background, experiences, schema, and the meaning of academic literacy…
The English cohesion theory proposed by Halliday and Hasan makes great contributions to the understanding of the coherence and cohesion of the English texts. It should be applicable in the teaching of English writing so as to improve the cohesion in the students' compositions. The present paper describes a practice of this order among non-major…
Larrotta, Clarena; Serrano, Arlene F.
This qualitative study reports the findings implementing a pen pal letter exchange project between adult English language learners and volunteer native English speakers. The pen pal project was implemented using a holistic and socio-cultural approach to English literacy development. This article presents pen pal writing as an authentic language…
Describing the emergence of the first shipbuilding texts, particularly those in English provides another chapter in the story of the emergence of English technical writing. Shipwrightery texts did not appear in English until the middle decades of the seventeenth century because shipwrightery was a closed discourse community which shared knowledge…
Rass, Ruwaida Abu
This study aimed to investigate problems facing Palestinian Arab students from Israel who are majoring in teaching English as a Foreign Language (EFL) in developing well-written paragraphs in English. They usually transfer the stylistic features of their first language, Arabic to the target language, English. For example, they tend to write long…
Problems in generating and organizing ideas, in coherence and language competence are common in non-English majors' writings, which decrease non-English majors' ability to use English as a tool to realize its pragmatic functions and meta-functions. The exam-centered objective, the product-oriented approach, the inefficient mode of instruction, the…
Ringer, Jeffrey M.
This essay considers how a male evangelical Christian in a first-year writing (FYW) course at a state university negotiates his identity in his academic writing for a non-Christian audience. It focuses on how "Austin" casuistically stretches a biblical text to accommodate his audience's pluralistic perspective. Austin's writing thus provides a…
Hartley, James; Pennebaker, James W.; Fox, Claire
Background: Previous research suggests that there are advantages to writing in groups or in pairs compared with writing individually, and that men write differently from women. However, as far as we know, no one has yet used new technology to assess published academic articles written in these different modes. Method: We assembled 80 papers from…
Uccelli, Paola; Dobbs, Christina L.; Scott, Jessica
Beyond mechanics and spelling conventions, academic writing requires progressive mastery of advanced language forms and functions. Pedagogically useful tools to assess such language features in adolescents' writing, however, are not yet available. This study examines language predictors of writing quality in 51 persuasive essays produced by high…
Itua, Imose; Coffey, Margaret; Merryweather, David; Norton, Lin; Foxcroft, Angela
Staff and student perceptions of what constitutes good academic writing in both further and higher education often differ. This is reflected in written assignments which frequently fall below the expected standard. In seeking to develop the writing skills of students and propose potential solutions to writing difficulties, a study was conducted in…
Luo, Yong-He; Lu, Jin-Chun
Tables and figures play a critical role in enhancing the quality of an andrological paper. As visual elements, well-presented tables and figures can reduce the length of the manuscript and meanwhile efficiently capture a large amount of information by clear and concise display of detailed results and complex relationships, patterns and trends, offer explicit statistical or graphical support to important ideas, and add to the value of the whole paper. The effectiveness of a table or figure lies not only in its well-crafted structural design, but even more in its language presentation. This article presents some essential and practical guidelines to effective English writing of the title, body and footnotes of tables and figures in andrological papers.
Zheng, Jia-wei; Zhang, Zhi-yuan
Writing an abstract presents a unique challenge to any author. It requires brevity of the written word, conciseness of thought and accuracy of presentation. A structured abstract is the most important starting point for a well written dental article. Shanghai Journal of Stomatology, a Chinese national journal of oral medicine, oral and maxillofacial surgery, prosthodontics, orthodontics, oral pathology, endodontics, oral radiology, etc, has been included and indexed in Chemical Abstracts, Index Medicus and MEDLINE. This peer reviewed refereed journal demands Chinese and English abstracts of high quality for all manuscripts. Each manuscript should provide qualified abstracts for citation and indexing, which are written in standard English using the correct terms, sentences and grammar. Structured abstracts about 500 characters are required for clinical articles, clinical reports, basic scientific articles; while indicative abstracts (summary) are mandatory to short communications and case reports as well as review articles. Generally, the abstracts should be written in the past tense and passive voice (in the third person), with exception of conclusion(s), which can be in the primary tense and active voice. The structured abstracts are consisted of PURPOSE (S), METHODS, CONCLUSION (S), and CONCLUSION (S), which should offer the important information on the number of the subjects, methods of grouping and statistics, database attained, P values, etc. The conclusion (s) must be detailed rather than conceptive. This editorial introduces the ins and outs of writing an English abstracts acceptable for publication.
Zheng, Jia-wei; Zhang, Zhi-yuan
Writing an abstract presents a unique challenge to any author. It requires brevity of the written word, conciseness of thought and accuracy of presentation. A structured abstract is the most important starting point for a well written dental article. Shanghai Journal of Stomatology, a Chinese national journal of oral medicine, oral and maxillofacial surgery, prosthodontics, orthodontics, oral pathology, endodontics, oral radiology, etc, has been included and indexed in Chemical Abstracts, Index Medicus and MEDLINE. This peer reviewed refereed journal demands Chinese and English abstracts of high quality for all manuscripts. Each manuscript should provide qualified abstracts for citation and indexing, which are written in standard English using the correct terms, sentences and grammar. Structured abstracts about 500 characters are required for clinical articles, clinical reports, basic scientific articles; while indicative abstracts (summary) are mandatory to short communications and case reports as well as review articles. Generally, the abstracts should be written in the past tense and passive voice (in the third person), with exception of conclusion(s), which can be in the primary tense and active voice. The structured abstracts are consisted of PURPOSE (S), METHODS, CONCLUSION (S), and CONCLUSION (S), which should offer the important information on the number of the subjects, methods of grouping and statistics, database attained, P values, etc. The conclusion (s) must be detailed rather than conceptive. This editorial introduces the ins and outs of writing an English abstracts acceptable for publication. PMID:15133543
Bowman, Marion; Addyman, Berni
Reflection is widely regarded as important for learning from practice in Nursing. Academic reflective writing (ARW) is increasingly being used to assess reflective practice. However, there is currently scant literature on ARW, which is extremely complex, requiring students to link their own experiences to published literature. There are also concerns in the literature about the validity of ARW as a medium of assessment. In this paper, an exploratory discussion on ARW is illustrated with reference to the views of 8 self-selected students on a course for post-registered nurses. These students found ARW extremely challenging, and highlighted a range of difficulties associated with it. In conclusion, it is argued that the student experience of ARW warrants further investigation. In addition, it is suggested that either scaffolding should be put in place to facilitate the production of successful ARW, or alternatives should be explored.
Heyman, Bob; Cronin, Patricia
This article discusses how to transform material worthy of dissemination into a form that leads to successful publication. It focuses on publication of systematic and literature reviews, empirical studies and conceptual analyses undertaken as part of a course of academic study. An increasing number of nurses and midwives are undertaking healthcare-related courses at BSc, MSc, MPhil and PhD level. Many of their theses are ultimately left to gather dust on library shelves, and are only read by examiners. The authors have worked with many novice writers whose attempts to write up their theses have been unsuccessful for a number of reasons. These are explored in this article. Suggestions for avoiding the many pitfalls that can prevent publication are offered.
Toscano, Rose Marie; McKee, Barbara; Lepoutre, Dominique
The study identified social, educational, and demographic characteristics of deaf postsecondary students who demonstrated strong reading and writing skills. Questionnaire information, information from institutional databases, and in-depth personal interviews were used to identify factors and characteristics that positively influenced the attainment of strong academic literacy skills. Among the areas investigated were school experiences, reading and writing experiences, study habits and attitudes, communication preferences, personality traits, and home and family background. Results of the study generally support previous work conducted with talented hearing youth. Several primary themes emerged from the study: heavy parental involvement in early education and educational decisions, differing modes of communication but extensive family communication, early exposure to and intensive experiences with reading and writing, an enjoyment of reading, a relatively limited social life, high parental and secondary school expectations, the importance of television, and positive self-image.
Schunn, Christian; Godley, Amanda; DeMartino, Sara
One approach to writing instruction that has been shown to improve secondary students' academic writing without increasing demands on teachers' time is peer review. However, many teachers and students worry that students' feedback and assessment of their peers' writing is less accurate than teachers'. This study investigated whether Advanced…
DiCerbo, Patricia A.; Anstrom, Kristina A.; Baker, Lottie L.; Rivera, Charlene
Academic English (AE) refers to the language used in school to help students acquire and use knowledge. This article reviews current literature to determine what is known about the nature of AE within the context of K-12 schooling. It describes how AE is conceptualized in the education research literature, how these conceptualizations are realized…
Harley, John K.
The characteristics of academic writing are examined in this paper, and some remedies are suggested for correcting the "language deformities" that many academic writers persist in creating. Three categories of error to which academic writers are apt to be susceptible are discussed. The first category covers errors that are shortcomings in…
This article describes a combination of a research essay and a creative writing assignment that encourages rigorous academic research while allowing students to get "outside the box" of traditional academic research papers. This assignment has five steps. The first two steps offer the chance to introduce academic research along with summary and…
Fass-Holmes, Barry; Vaughn, Allison A.
Many American universities require international applicants whose native language is not English to submit English proficiency exam scores presumably because of proficiency's potential to predict future academic success. The present study provides evidence, however, that such applicants can succeed academically despite struggling with English.…
Adzmi, Nor Aslah; Bidin, Samsiah; Ibrahim, Syazliyati; Jusoff, Kamaruzaman
The purpose of this study was to analyse the academic English language lacks and needs of Industrial Design students in Universiti Teknologi MARA Kedah (UiTM). It highlights the lacks and needs for English for Academic Purposes in helping the students to succeed in the program through the usage of English language. The research tools used were in…
August, Diane; Artzi, Lauren; Barr, Christopher
The Common Core State Standards and the Next Generation Science Standards require students to understand and produce academic language that appears in informational text. Vocabulary is a critical domain of academic language, but English language learners (ELLs) come to the English Language Arts classroom with more limited English vocabulary than…
Anderson, Alida; Loughlin, Sandra M.
Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students' English language learning. Participants' discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade classroom of English learning (EL) students (N =…
Moradi, Mohammad Reza; Karimpour, Zahra
This paper reports an exploratory study of 60 English as a foreign language (EFL) student's experiences of online peer feedback in an essay writing course at Islamic Azad University, Dezful Branch. They were required to comment on their peers' writing essays using the checklist to whom had been made available, but in different ways. The groups…
This study, situated in an English as a Foreign Language (EFL) context where non-English major college learners are usually required to read content-area textbooks in English, tried to determine what motivates students to engage in English for Academic Purposes (EAP) reading activities. Three student informants were invited to reflect on their own…
Noting the powerful influence of writing skills on thinking skills, reading comprehension, and knowledge retention, this concept paper examines writing as it is used in the classroom, focusing specifically on the writing process. Following a rationale for teaching writing is a summary of related research that highlights practice as the most…
The present study aims to explore the role of Chinese EFL learners' rhetorical strategy use in relation to their achievement in English writing in Taiwan. It has been argued that traditional Chinese text structures (indirect style) continue to influence the contemporary English writing of Chinese students in expository writing text. The manner of…
Misak, A.; Marusic, M.; Marusic, A.
Medical writing and manuscript preparation are rarely taught in the context of undergraduate, graduate, or continuing medical education. As editors of a ''small'' medical scientific journal published in English in a non-native English-speaking (NNES) country, we hold that the knowledge of scientific methodology and specificities of scientific…
This study explores whether an extensive reading (ER) approach can enhance L2 learners' writing performance in an English for Academic Purposes context. Two classes were compared in terms of writing improvement after one semester: a 'traditional' writing class primarily focused on writing practice and grammar instruction, and an ER class in which…
Lap, Trinh Quoc; Yen, Cao Hoang
The nature of peer feedback and its impacts on writing in English has attracted much attention of researchers and educators. Recent studies have indicated various types of peer feedback and its positive effects on writing development. This paper presents the results of an investigation into the nature of peer feedback and its effects on learners'…
van Kraayenoord, Christina E.; Miller, Robyn; Moni, Karen B.; Jobling, Anne
This article reports on a case study of an exemplary teacher who was a participant in a professional learning project, WriteIdeas. The teacher provided instructional support in writing to a targeted student with learning difficulties in an inclusive Year 8 English classroom. Analytical frameworks were developed and applied to the data that had…
Mikulski, Ariana; Elola, Idoia
This study brings together previous research on writing processes and Spanish heritage language (SHL) learners to obtain a clearer picture of these learners' writing behaviors in English and Spanish. Following a cognitive-oriented framework, the study explores planning time, execution time, monitoring time, accuracy, and fluency. Twelve SHL…
A discussion on creative writing's newly improved status in English departments and what its improved status can tell us about disciplinary matters as a whole is presented. There is a need to prepare creative writers not only for their careers as writers, but also for their careers as teachers of creative writing.
Anderson, W. Steve
A Master of Arts in Technical and Expository Writing program has been implemented in the English department at the University of Arkansas at Little Rock. Designed to make future teachers and technical writers into better writers, the program gives them a larger view of the writing process in which they are participating. Three required courses…
Cole, Jenny; Feng, Jay
Reaching proficient levels of literacy is a universal goal for all children in the elementary classroom. This objective is especially challenging for English language learners particularly in the domain of writing. Writing has been identified as one of the most essential skills because the world has become so text-oriented. Due to this change,…
Xianwei, Gao; Samuel, Moses; Asmawi, Adelina
This study explores Qzone weblog for critical peer feedback (CPF) in Business English writing (BEW) among the Chinese undergraduates. A qualitative case study is conducted by Nvivo 8 to analyze the three research data of semi-structured interviews, BEW writing assignments, and CPF artifacts on Qzone weblog. Three research questions are focused to…
Larsen, Lars Jacob Ege
The use of Blended Learning (BL) in higher education has increased significantly during the past decade. This dissertation investigates the use of BL with ESL writing students in an intensive English program. The purpose was to investigate how to prepare ESL teachers to create a productive BL environment for their ESL writing students. This…
According to the constructivism learning theory, blog may act as a useful tool for improving writing capability. For this purpose, the present article attempts to explore the potential of blog for improving English writing in the Chinese tertiary EFL classrooms. A quasi-experimental study was conducted in a Chinese university to compare the…
Lawrence, Winston, Comp.
This publication contains a collection of writings by New York City adult learners enrolled in English for Speakers of Other Languages programs. The writings focus on their feelings about and experiences with the World Trade Center attacks of September 11, 2001. Some of the titles include: "Why?"; "Sad Feeling"; "A Day of Remembrance"; "I Want to…
Describes how a hypertext database "Focus on Writing" was created to assist English language teachers of Hong Kong secondary schools in the teaching of continuous writing. The article delineates the theoretical and practical rationale behind the evolving design of this database and discusses the emerging issues of this technology. (30 references)…
Colton, Jared Sterling; Surasinghe, Thilina Dilan
Writing has an important role in science education and practice. Emphasizing the interdisciplinary collaboration between English rhetoric studies and biology, seemingly disparate disciplines, we describe a model for a scientific writing and communication course. The goals of the course were to prepare students for science-oriented careers, as well…
It is hypothesized in the present study that when learners are tasked to write a composition in a second language (such as English language for Filipinos), they use specific approaches to learning and eventually undergo self-regulatory processes. The present study tested a model showing the shift from process to outcome in writing (Zimmerman &…
This qualitative study explored the nature of tutor training in community college writing centers that served a significant English Language Learner (ELL) population. Using a case-study approach, the researcher sought to understand senior administrators' decision-making process about ELL-specific training in two community college writing centers…
Aly, Mahsoub Abdul-Sadeq
The present study investigated the Egyptian postgraduate students' difficulties in writing abstracts in English. In order to achieve the objectives of this study, a list of criteria for writing a good and effective abstract has been developed in the light of the review of literature. Besides, a content analysis of 35 abstracts written in English…
Commercial publishers have shaped reading and writing instruction in American schools through their interpretations of state-developed reading and writing standards and standards-aligned materials, which teachers then implement in English classes, including those serving multilingual learners. This paper uses microethnographic discourse analysis…
Wang, Y.; Harrington, M.; White, P.
This paper introduces "CTutor", an automated writing evaluation (AWE) tool for detecting breakdowns in local coherence and reports on a study that applies it to the writing of Chinese L2 English learners. The program is based on Centering theory (CT), a theory of local coherence and salience. The principles of CT are first introduced and then the…
Arslan, Recep Sahin
The purpose of this study is to investigate the effect of blogging and portfolio keeping on a group of pre-service teachers' writing skill in a compulsory writing course at a tertiary level English language teaching (ELT) programme in Turkey. The study specifically looked into to what extent receiving feedback from course instructor and…
Napolitano, Diane M.; Stent, Amanda
Writing assistance systems, from simple spelling checkers to more complex grammar and readability analyzers, can be helpful aids to nonnative writers of English. However, many writing assistance systems have two disadvantages. First, they are not designed to encourage skills learning and independence in their users; instead, users may begin to use…
Veloo, Arsaythamby; Krishnasamy, Hariharan N.; Harun, Hana Mulyani
The purpose of this study is to determine gender differences and type of learning approaches among Universiti Utara Malaysia (UUM) undergraduate students in English writing performance. The study involved 241 (32.8% male & 67.2% female) undergraduate students of UUM who were taking the Process Writing course. This study uses a Two-Factor Study…
Wolfe, Edward W.; Manalo, Jonathan R.
The Test of English as a Foreign Language (TOEFL) contains a direct writing assessment, and examinees are given the option of composing their responses at a computer terminal using a keyboard or composing their responses in handwriting. This study sought to determine whether performance on a direct writing assessment is comparable for examinees…
This study investigates the roles of learner agency and group work in learning writing in English as a foreign language (EFL). Through exploratory and participatory action research, this study examines how learner agency and group work function amidst the activity system of task-based EFL writing, especially how they influence and are influenced…
Poock, Jason R.; Burke, K. A.; Greenbowe, Thomas J.; Hand, Brian M.
The analysis describes the effects of using the science writing heuristic (SWH) in the general chemistry laboratory on the students' academic performance. The technique has found to be extremely important factor in a student's learning process and achievement in science.
Redd, Teresa M.; Schuster Webb, Karen
In this book, Teresa M. Redd and Karen Schuster Webb explain not only what African American English (AAE) is, but also what role it may play in students' mastery of Standard Written English. Designed especially for writing teachers, this volume is a concise, coherent, and current source that summarizes the major schools of thought about…
Ren, Junhong; Wang, Na
This survey investigates to what degree the Chinese learners know about the discrepancies between Chinese and English thought patterns and their possible effects on English writing. Eighty-one students from North China Electric Power University participate in the survey. Qualitative and quantities approaches, involving the adoption of both…
Danzak, Robin L.; Arfé, Barbara
This study investigated micro- and macrostructural text features, and the impact of language-specific skills, on the bilingual, persuasive writing of 41 high school students learning English in Italy. Participants composed persuasive essays on 2 topics, each in Italian and English, and completed spelling and sentence generation tasks in both…
Olson, Carol Booth; Land, Robert
This study was conducted by members of a site of the California Writing Project in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight-year period, a relatively stable group of 55 secondary teachers engaged in ongoing…
Olson, Carol Booth; Land, Robert; Anselmi, Thelma; AuBuchon, Charlie
Members of a site of the California Writing Project conducted the study in this article in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight-year period, a relatively stable group of 55 secondary teachers engaged in…
Simpson, JoEllen M.
The present study examines 20 writing samples in English and Spanish selected from portfolios of first grade children at a bilingual school in Ecuador. Based on earlier findings that paragraphs composed in English and Spanish by children, adolescents and adults are different (Lux & Grabe, 1991; Montano-Harmon, 1991; Reid, 1990; Reppen & Grabe,…
Bemer, Amanda Nicole Metz
This dissertation explores the rhetoric of space as it relates to academic computer writing locations--specifically, computer labs, computer classrooms, and writing centers. Using observation, surveys, interviews, and textual analysis, the author discusses seven rhetorical principles of design for these spaces, including designing for specific…
Macbeth, Karen P.
Although models have been a mainstay of academic writing pedagogy for centuries, a recurrent critique has been that they control or limit student writing and misrepresent the affairs they claim to model. These insufficiencies notwithstanding, models are ubiquitous in the ordinary, practical world, and their usefulness to novices can easily go…
The writing of business case reports is a common requirement for students on academic business programmes and presents significant challenges for both native and non-native speaker students. In order to support the development of pedagogical practice in the teaching of case report writing, this paper reports a genre-based study of a corpus of 53…
McCleary, William J.
The case approach to academic writing requires a student to use subjects in an active way while writing. This approach, appropriate in content courses as well as in composition classes, improves a writer's logic more quickly and effectively than concentrating on logic alone. In the case approach, a student is given a body of information about a…
Peterson-Karlan, George R.
The trends and findings from a descriptive analysis of 25 years of research studies examining the effectiveness of technology to support the compositional writing of students with learning and academic disabilities are presented. A corpus of 85 applied research studies of writing technology effectiveness was identified from among 249 items in the…
Matsuda, Paul Kei; Tardy, Christine M.
Some researchers have argued that voice is irrelevant to academic writing and that the importance of voice has been overstated in the professional literature [Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: an empirical study with pedagogical implications.…
Dwyer, Angela; Lewis, Bridget; McDonald, Fiona; Burns, Marcelle
The professional development needs of early career academics (ECAs) are increasingly subject to scrutiny. The literature notes writing groups can be successful in increasing research outputs and improving research track records--a core concern for ECAs. However, the pressure on ECAs to publish takes the pleasure out of writing for many. We argue…
This study compares the impact of "open" and "anonymous" peer feedback as an adjunct to teacher-mediated feedback in a digital online environment utilising data gathered on an academic writing course at a Turkish university. Students were divided into two groups with similar writing proficiencies. Students peer reviewed papers…
Crite, Charles E., Jr.
The academic writing competencies of nontraditional graduate students enrolled in accelerated graduate programs have become a growing concern for many higher learning educators in those programs. The purpose of this nonexperimental quantitative study was to examine the writing experiences that impacted nontraditional graduate students enrolled in…
Perpignan, Hadara; Rubin, Bella; Katznelson, Helen
We previously defined the "by-products" of academic writing instruction as "affective and social changes perceived by students, "along with" changes in their writing, reflected in interpersonal and intrapersonal behaviors carried over into other spheres of their lives" [Katznelson, Perpignan, & Rubin, 2001. What develops along with the development…
Defazio, Joseph; Jones, Josette; Tennant, Felisa; Hook, Sara Anne
The paper provides case studies of how four faculty members who teach in undergraduate and graduate programs at the Indiana University School of Informatics promote academic literacy throughout the curriculum. The paper describes the writing assignments in several courses, the objectives of these assignments in enhancing the writing skills of…
It is hard to think of a writer whose work has been more prominently upheld as an example of bad academic writing than the philosopher and literary theorist Judith Butler. In 1998, Butler was awarded first prize in the annual Bad Writing Contest established by the journal "Philosophy and Literature," and early in 1999, was lampooned in an…
Bryson, Mary; Scardamalia, Marlene
Cognitively-based writing instruction for educationally disadvantaged students is examined, focusing on epistemic writing. The object of epistemic writing is to inquire into a particular topic and to familiarize/persuade the reader with the fruits of the investigation. In reviewing the distinctions between novice and expert writers, two models of…
Online templates have the potential to scaffold complex writing processes and to provide information and language prompts for writers. The purpose of this study is threefold. First, for assisting students in their scholarly writing, an online Scholarly Writing Template (SWT) was designed and developed. SWT includes two major features: (1) an…
Baecher, Laura; Schieble, Melissa; Rosalia, Christine; Rorimer, Sarah
This research investigated the use of blogs to promote collaboration between teaching English to speakers of other languages (TESOL) teacher candidates and Adolescent English teacher candidates and to sensitize them to the writing demands placed on secondary English language learners (ELLs). Blogs offered an authentic experience for teacher…
Charbonnet, Lara King
The purpose of this study was to examine the differences in perceptions regarding students' proficiency in reading and writing skills between 12th grade English teachers and college English Composition instructors. A purposive, nonrandom sample of 12th grade English teachers and college English Composition instructors from West Tennessee were…
This article critically explores the value of ethnography for enhancing context-sensitive approaches to the study of academic writing. Drawing on data from two longitudinal studies, student writing in the United Kingdom and professional academic writing in Hungary, Slovakia, Spain, and Portugal, the author illustrates the different contributions…
Newton, Sarah; Moore, Gary
Formal writing assignments are commonly used in nursing education to develop students' critical thinking skills, as well as to enhance their communication abilities. However, writing apprehension is a common phenomenon among nursing students. It has been suggested that reading and English aptitudes are related to formal writing ability, yet neither the reading nor the English aptitudes of undergraduate nursing students have been described in the literature, and the relationships that reading and English aptitude have with formal writing ability have not been explored. The purpose of this descriptive correlational study was to describe writing apprehension and to assess the relationships among reading and English aptitude and discipline-specific formal writing ability among undergraduate nursing students. The study sample consisted of 146 sophomores from one baccalaureate nursing program. The results indicated that both reading and English aptitude were related to students' formal writing ability.
Zhao, Cecilia Guanfang; Llosa, Lorena
Despite the debate among writing researchers about its viability as a pedagogical tool in writing instruction [e.g., Helms-Park, R., & Stapleton, P. (2003). "Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications." "Journal of Second Language Writing," 12 (3),…
The problem of poor academic writing among British university students is a major cause of concern for universities and their tutors; and it is also of concern to employers struggling to recruit individuals able to communicate clearly and accurately. This article reports on a study designed to highlight some of the reasons for the lack of writing…
Mu, Congjun; Carrington, Suzanne
The purpose of this study is to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of second language writing strategies of Chinese students in an authentic…
Galbato, Linda; Markus, Mimi
Describes a study comparing English course-level placement based on writing samples and standardized placement scores, as well as two different methods of grading writing samples. Results support the use of writing samples to supplement standardized placement scores as well as the use of a group holistic method of grading writing samples. Includes…
Dobbs, Christina L.
Effective academic writing is accessible to readers because writers follow shared conventions for organization and signal their stance on particular topics; however, few specifics are known about how middle graders might develop knowledge of and use these academic language forms and functions to signal their organization and stance in persuasive…
This case study explores the problematic issues in academic writing of three Chinese postgraduate students studying in UK academic environment. It aims to attempt to identify mismatches in lecturer and postgraduate student expectations and to understand the reasoning behind these mismatches from the students' perspective. This study was carried…
Wang, Min; Perfetti, Charles A; Liu, Ying
This study investigated cross-language and writing system relationship in biliteracy acquisition of children learning to read two different writing systems-Chinese and English. Forty-six Mandarin-speaking children were tested for their first language (Chinese-L1) and second language (English-L2) reading skills. Comparable experiments in Chinese and English were designed focusing on two reading processes-phonological and orthographic processing. Word reading skills in both writing systems were tested. Results revealed that Chinese onset matching skill was significantly correlated with English onset and rime matching skills. Pinyin, an alphabetic phonetic system used to assist children in learning to read Chinese characters, was highly correlated with English pseudoword reading. Furthermore, Chinese tone processing skill contributed a moderate but significant amount of variance in predicting English pseudoword reading even when English phonemic-level processing skill was taken into consideration. Orthographic processing skill in the two writing systems, on the other hand, did not predict each other's word reading. These findings suggest that bilingual reading acquisition is a joint function of shared phonological processes and orthographic specific skills.
Li, Linda Y.; Vandermensbrugghe, Joelle
Evidence from research suggests writing support is particularly needed for international research students who have to tackle the challenges of thesis writing in English as their second language in Western academic settings. This article reports the development of an ongoing writing group to support the thesis writing process of international…
Zuidema, Leah A.; Bush, Jonathan
In this article, the authors focus on the decision-making process that goes into professional writing and ways to emphasize ethical decision-making in writing classrooms. Professional writing has at its core an emphasis on action and audience. Certainly teachers want their students to write effectively--to serve their clients, organizations, and…
The IELTS test is widely accepted by university admissions offices as evidence of English language ability. The test is also used to guide decisions about the amount of language study required for students to satisfy admissions requirements. Guidelines currently published by the British Association of Lecturers in English for Academic Purposes…
Salem, Ashraf Atta M. S.
The present study aimed at investigating the effects of using a program based on the writing workshop approach on developing basic writing skills of prospective teachers of English in Hurgada faculty of Education. For that purpose, the researcher constructed and validated a teaching program based on the writing workshop approach, checklist of the…
Neugebauer, Sabina R.; Howard, Elizabeth R.
The current study, with 409 fourth graders in two-way immersion programs, explored the writing self-perceptions of native English and native Spanish speakers and the relationship between self-perceptions and writing performance. An adapted version of the Writer Self-Perception Scale (WSPS) was administered along with a writing task. Native English…
Latham, Christine L; Ahern, Nancy
Contemporary professional nursing requires competency in both oral and written communication. Outside of writing for publication, instructional methods to teach professional writing in baccalaureate nursing programs are not well documented in the literature. The need for professional writing, coupled with the need to diversify the workforce with students from varying ethnic and educational backgrounds, creates some additional challenges to meet programmatic requirements for scholarly, evidence-based writing outcomes. As two new prelicensure programs were initiated, a comprehensive assessment was conducted that included student focus groups and writing assessment tools to assess writing quality and student support needs. As a result of these data, faculty implemented curricular and instructional revisions and created a writing center that was staffed by older adult volunteers who had careers in writing. The processes, tools, and preliminary outcomes of these faculty-initiated changes to improve student support for writing are presented. PMID:24127176
Latham, Christine L; Ahern, Nancy
Contemporary professional nursing requires competency in both oral and written communication. Outside of writing for publication, instructional methods to teach professional writing in baccalaureate nursing programs are not well documented in the literature. The need for professional writing, coupled with the need to diversify the workforce with students from varying ethnic and educational backgrounds, creates some additional challenges to meet programmatic requirements for scholarly, evidence-based writing outcomes. As two new prelicensure programs were initiated, a comprehensive assessment was conducted that included student focus groups and writing assessment tools to assess writing quality and student support needs. As a result of these data, faculty implemented curricular and instructional revisions and created a writing center that was staffed by older adult volunteers who had careers in writing. The processes, tools, and preliminary outcomes of these faculty-initiated changes to improve student support for writing are presented.
King, Keyonna M; Pardo, Yvette-Janine; Norris, Keith C; Diaz-Romero, Maria; Morris, D'Ann; Vassar, Stefanie D; Brown, Arleen F
Grant writing is an essential skill necessary to secure financial support for community programs and research projects. Increasingly, funding opportunities for translational biomedical research require studies to engage community partners, patients, or other stakeholders in the research process to address their concerns. However, there is little evidence on strategies to prepare teams of academic and community partners to collaborate on grants. This paper presents the description and formative evaluation of a two-part community-academic partnered grant writing series designed to help community organizations and academic institutions build infrastructure for collaborative research projects using a partnered approach. The first phase of the series was a half-day workshop on grant readiness, which was open to all interested community partners. The second phase, open only to community-academic teams that met eligibility criteria, was a 12-week session that covered partnered grant writing for foundation grants and National Institutes of Health grants. Participants in both phases reported an increase in knowledge and self-efficacy for writing partnered proposals. At 1-year follow-up, participants in Phase 2 had secured approximately $1.87 million in funding. This community-academic partnered grant writing series helped participants obtain proposal development skills and helped community-academic teams successfully compete for funding.
Ohmann, Richard, Ed.; Coley, W. B., Ed.
The articles in this book are concerned with teaching composition in freshman English courses. They were first published in "College English" during the years from 1966 to 1975. These selections represent both the theoretical discussions and the technical plans which were put forth in a period when freshman English was being dropped as a required…
Behrens, Susan; Mercer, Cindy
The academic demands of classroom English require students to think about language structure in ways that they are not used to. Everybody "knows" much English grammar intuitively but the academic rules themselves can be difficult to articulate. This goes for punctuation, too: errors often reflect students' lack of explicit knowledge of grammatical…
A study investigated the consistency of criteria for academic English skills as applied by teachers of academic English and science lecturers in a South African historically black university. Both groups were asked to evaluate first-year students' essays on the greenhouse effect. Results indicated a wide variation in scores and judgments within…
Zhang, Juan; McBride-Chang, Catherine; Wagner, Richard K.; Chan, Shingfong
Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at ages between five and nine years, tasks of speed or fluency were consistently uniquely associated with Chinese writing composition; measures of English vocabulary knowledge, word reading, or both were consistently uniquely associated with English writing quality. Compared to the American children, Chinese children’s writing reflected significantly higher proportions of errors in all grammatical categories but did not differ in punctuation or spelling. Findings underscore both similarities and differences in writing at different levels across languages. PMID:25729319
The growing trend of the internationalization of universities has provoked an interest in the academic participation of students coming from non-English speaking universities. Fashioned by theory and research as a group with "problems", nonnative English speakers are depicted as in constant need for help, and unsatisfied with Western academic…
Wingate, Ursula; Andon, Nick; Cogo, Alessia
The benefits of embedding the teaching of writing into the curriculum have been advocated by educators and researchers. However, there is currently little evidence of embedded writing instruction in the UK's higher education context. In this article, we present a case study in which we report the design, implementation and evaluation of an…
This study examines whether preservice teachers, who provide writing instruction in native language education, are ready to teach students with different learning needs effectively. This study used a survey research design and qualitative data collection tools. An interview form and writing samples from students in the same class with different…
Apps, Linda; Mamchur, Carolyn
The task of writing about the process of making and contextualising art can be overwhelming for some graduate students. While the challenge may be due in part to limited time and attention to the practice of writing, in a practice-based arts thesis there is a deeper issue: how the visual and written components are attended to in a manner that…
The Navajo Nation wants a 2-year Navajo language requirement for regional colleges. At the same time, literacy in academic English is required for Navajo students wishing to enter the sciences, medicine, and law. The difficulties students face as they make the transition from English to Navajo and from Navajo to English are described. Four…
Salamonson, Yenna; Everett, Bronwyn; Koch, Jane; Andrew, Sharon; Davidson, Patricia M
Students who speak English as a second language (ESL) face considerable challenges in English language universities, but little is known about the relationship between English-language acculturation and academic performance. A prospective, correlational design was used to validate the English Language Acculturation Scale (ELAS), a measure of the linguistic aspect of acculturation, and to determine the relationship between English-language acculturation and academic achievement among 273 first-year nursing students. Exploratory factor analyses demonstrated that the ELAS was a valid and reliable measure (alpha = .89). When ELAS scores were examined in relation to students' grades, students with the lowest ELAS scores also had the lowest mean subject grades, highlighting the need to place greater emphasis on identifying English-language acculturation among ESL students.
Purpose: Given that there exists in the literature relatively little research into the effectiveness of writing centers at universities, the purpose of this paper is to show the impact of university writing centers on first-year business seminar student writing. Design/methodology/approach: This quantitative study involved 315 first-year…
Schroeder, Rui M.
This study reports on the three-year development and validation of a new assessment tool--the Academic Spoken English Strategies Survey (ASESS). The questionnaire is the first of its kind to assess the listening and speaking strategy use of non-native English speaking (NNES) graduate students. A combination of sources was used to develop the…
The purpose of this study is twofold: first, to estimate the contribution of discipline-related knowledge and English-language proficiency to reading comprehension in English for academic purposes (EAP) and, second, to specify the levels at which the compensatory effect between the two variables takes place for successful EAP reading. The…
Latterman, Caroline Kennelly
This experiment measured teachers' attitudes towards African American English and Academic English. Participants were graduate students of Education at a college in New York City. They completed a paper-and-pencil questionnaire that assessed their explicit attitudes towards the two varieties, as well as a Psycholinguistic Experiment that was…
Weigle, Sara Cushing; Parker, Keisha
Source-based writing is becoming more common in tests of academic English, in part to make tests more reflective of authentic academic writing. However, the concern has been raised that over-reliance on language from the source texts in essays may mask gaps in proficiency and thus lead to an inaccurate assessment of writing skill. In this paper,…
Genc, Bilal; Bada, Erdogan
Language is a phenomenon which can hardly be viewed separate from its very inherent component, culture. This component does by all means play a significant role in enabling the language to gain a global status. No doubt, some prominent issues do contribute to this process: political, economic, and military supremacy, to name but a few. This study…
Discusses creative writing in Hong Kong secondary school classrooms, a place where the concept of "creative" is relatively alien. Provides examples of poetry written by Hong Kong students, and discusses strategies for promoting creative writing. (Author/VWL)
Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.
Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671
Bohát, Róbert; Rödlingová, Beata; Horáková, Nina
Corpus of High School Academic Texts (COHAT), currently of 150,000+ words, aims to make academic language instruction a more data-driven and student-centered discovery learning as a special type of Computer-Assisted Language Learning (CALL), emphasizing students' critical thinking and metacognition. Since 2013, high school English as an additional…
"If I write like a scientist, then soy un cientifico": Differentiated Writing Supports and the Effects on Fourth-Grade English Proficient Students' and English Language Learners' Science Content Knowledge and Explanatory Writing About Magnetism and Electricity
Lichon, Kathryn A.
The purpose of this pre-post quasi-experimental dissertation was to investigate the effects of differentiated writing supports on English Proficient Students' (EPSs) and English Language Learners' (ELLs) science content knowledge and explanatory writing about magnetism and electricity. Eighty-seven fourth-grade students (EPSs = 35; ELLs = 52) were randomly assigned to two groups based on two differentiated writing: guided questions ( n = 43) or targeted writing frames (n = 44). In the guided questions condition, students completed four question sets after a science investigation, and in the targeted writing frames condition, students completed the same four question sets, but with explicit support for vocabulary, transitions, and relational language in the form of if-then statements. Over the course of the four week intervention, students completed a total of nine writing tasks, and were pretested and posttested on six variables: magnetism and electricity content knowledge test, explanatory writing task, total number of words written, total number of sentences written, number of if-then statements, and number of content-based vocabulary words. Results indicate that EPSs and ELLs in both writing conditions improved significantly from pretest to posttest on six content and explanatory writing variables, with statistically significant gain scores occurring for the magnetism and electricity content knowledge test in which the targeted writing frames condition had a larger rate of gain. ANCOVA results indicated that in comparing writing conditions, a statistically significant difference was found for magnetism and electricity content knowledge posttests, when controlling for pretests. No statistically significant effects for language classification on the six variables were found when controlling for pretest scores. Interaction effects between writing condition and language classification were statistically significantly different for the interaction effect found on if
This paper presents phase one of a study aimed at investigating how and why secondary school students use computer tools, such as spelling and grammar checkers, to aid them in their English writing and how their patterns of use relate to their English literacy. The study was prompted through close observations over many years, on how students use computers to support their writing. The observation indicated that while some students make a lot of use of computers, they still struggle to read and write in English. The research involved testing and surveying sixty-five Year 8 students. The test results obtained are compared with students’ responses to the survey. The survey questionnaire contained open ended questions for the students to respond reflectively and to evaluate their uses of computer tools.
Pavlak, Christina M.
Using Systemic Functional Linguistics (SFL) as a theoretical framework, a team of university staff and educators at a traditionally under-performing urban elementary school built a collaboration aimed at enhancing writing instruction. The current qualitative research study, which was part of this larger project, focused on biography writing in Eva…
Anderson, Charles M., Ed.; MacCurdy, Marian M., Ed.
This book presents 15 essays composed by and directed toward writing teachers and others who have experienced writing and healing in a variety of settings--from classrooms to substance-abuse treatment centers to AIDS support groups. Essays in the book provide not only descriptions of particular practices but also explorations of areas of theory…
This mixed method research study explored the role of metacognitive awareness in reading among adult English as a Second Language (ESL) students of various academic levels enrolled in a university in the southeastern part of the United States of America while engaged in academic reading. In addition, this study examined metacognitive reading…
Xianwei, Gao; Samuel, Moses; Asmawi, Adelina
The purpose of this study was to explore critical thinking skills in peer feedback for Business English writing in order to facilitate the quality of peer feedback and quality of Business English writing. "Critical peer feedback" was conceptualized with the integration of "critical thinking" and "peer feedback" in…
Van Gilst, Lorna; Villalobos, Jose
High school students in Venezuela study English grammar and vocabulary for 5 years, but, because theirs is an oral culture, they do very little reading or writing either in their native language or in English. When students reach the university and begin to study composition, they are unmotivated to write essays on teacher assigned topics for a…
Argues that the role of English teachers has been expanded and "decentered" at the same time. Maintains that English teachers' practices should be based not only on the book of traditional literacy but also on ones combined with video, audio, and graphics whose text is linked by multiple paths. (SR)
Bander, Robert G.
This book has been written to help improve the composition skills of students of English as a second language or second dialect. It has been planned for students at the advanced secondary, college, and university levels who have had some previous training in English vocabulary and grammar; it is particularly suited for a one-semester course for…
Salas-Lopez, Debbie; Deitrick, Lynn; Mahady, Erica T; Moser, Kathleen; Gertner, Eric J; Sabino, Judith N
Expressed barriers to writing for publication include lack of time, competing demands, anxiety about writing and a lack of knowledge about the submission process. These limitations can be magnified for practitioners in non-university environments in which there are fewer incentives or expectations regarding academic publication productivity. However, as members of professional disciplines, practitioners have both the responsibility and, oftentimes, the insights to make valuable contributions to the professional literature. Collaborative writing groups can be a useful intervention to overcome barriers, provide the necessary skills and encouragement as well as produce publications and conference presentations that make worthy additions to the professional body of knowledge. This article discusses the evolution and outcomes of writing groups at Lehigh Valley Health Network and describes how this strategy can be adopted by other academic community hospitals to promote professional development and publication. PMID:21922155
Salas-Lopez, Debbie; Deitrick, Lynn; Mahady, Erica T; Moser, Kathleen; Gertner, Eric J; Sabino, Judith N
Expressed barriers to writing for publication include lack of time, competing demands, anxiety about writing and a lack of knowledge about the submission process. These limitations can be magnified for practitioners in non-university environments in which there are fewer incentives or expectations regarding academic publication productivity. However, as members of professional disciplines, practitioners have both the responsibility and, oftentimes, the insights to make valuable contributions to the professional literature. Collaborative writing groups can be a useful intervention to overcome barriers, provide the necessary skills and encouragement as well as produce publications and conference presentations that make worthy additions to the professional body of knowledge. This article discusses the evolution and outcomes of writing groups at Lehigh Valley Health Network and describes how this strategy can be adopted by other academic community hospitals to promote professional development and publication.
This study analyzes the types and frequencies of hedges and intensifiers employed in NS and NNS academic essays included in a corpus of L1 and L2 student academic texts (745 essays/220,747 words). The overarching goal of this investigation is to focus on these lexical and syntactic features of written discourse because they effectively lend…
Molitor, Stephen J.; Langberg, Joshua M.; Bourchtein, Elizaveta; Eddy, Laura D.; Dvorsky, Melissa R.; Evans, Steven W.
Students with attention-deficit/hyperactivity disorder (ADHD) often experience a host of negative academic outcomes, and deficits in reading and mathematics abilities contribute to these academic impairments. Students with ADHD may also have difficulties with written expression, but there has been minimal research in this area and it is not clear…
The present article investigates writer-reader interaction through the construction of writer and reader personae in English and German popular scientific writing by means of first person plural pronouns in subject position. Popular scientific writing only became firmly established as a German-language genre in the last quarter of the 20th century…
Lillis, Theresa; Curry, Mary Jane
Drawing on 95 text histories from a longitudinal project on writing for publication in 4 national contexts, this article analyses the language ideologies enacted in referees' and editors' comments on articles submitted for publication in English-medium "international" journals. It considers how orientations to "English,"…
He, Tung-Hsien; Chang, Shan-Mao; Chen, Shu-Hui Eileen
This study examined relations of achievement goals of writers who are speakers of English as a foreign language (EFL), the frequency of their writing strategy use, and the quality of their writing from a multiple goals perspective. The goal profiles of 57 EFL college students with similar writing proficiency were based on rating items of an unpublished scale; Group 1 had strong mastery and strong performance-approach goals, and two groups included students with only one strong mastery (Group 2) or performance (Group 3) goal. Think-aloud protocols indicated that the participants adopted 21 strategies in an argumentative writing task, classified into five categories. Group 1 was found to use writing strategies of monitoring or evaluating, revising, and compensating significantly more often than the other two groups, and produced better essays. Strong mastery and performance-approach goals might be beneficial for EFL college writers.
James, Mark Andrew
This paper presents a detailed examination of learning transfer from a university English as a second language (ESL) writing course to a writing task with characteristics very different from the kind of writing done in this ESL writing course but typical of the kind of writing required in other academic courses (i.e., involving text-responsible…
This book advances creative writing studies as a developing field of inquiry, scholarship, and research. It discusses the practice of creative writing studies, the establishment of a body of professional knowledge, and the goals and future direction of the discipline within the academy. This book also traces the development of creative writing…
Gute, Deanne; Gute, Gary
This study examined the subjective experience of academic disengagement. Flow theory, which describes an intense form of engagement, structured writing-to-learn activities undergraduates applied in major and liberal arts courses. Results suggest that writing to learn can transform academic anxiety and boredom by facilitating concentration,…
Carvajal Medina, Nancy Emilce; Roberto Flórez, Eliana Edith
Academic writing in English in our context is a significant aspect that can be innovative when a convergence model of writing stages is used along with collaborative work. This article reports on a study aimed at analyzing how collaborative work relates to undergraduate electronics students' academic writing development in English as a foreign…
Prvinchandar, Sunita; Ayub, Ahmad Fauzi Mohd
This study compared the effectiveness of two types of computer software for improving the English writing skills of pupils in a Malaysian primary school. Sixty students who participated in the seven-week training course were divided into two groups, with the experimental group using the StyleWriter software and the control group using the…
Carolyn Miller's oft-cited "Humanistic Rationale for Technical Writing," published in 1979, tries to give technical communication faculty more cultural capital in English departments controlled by literature professors. Miller replaces a positivistic emphasis in technical communication pedagogy with rhetoric. She shows how technical knowledge is…
The objective of this research was to improve the students' spiritual intelligence in English writing through Whole Brain Learning strategy. Therefore, this study was conducted as a classroom action research. The research pocedure followed the cyclonic process of planning, action, observation, and reflection. This process was preceeded by…
Werner, Warren W.; And Others
Updates and supplements a previous survey by Chapman and Tate. Indicates the type and number of specialized nonfiction writing courses available for graduate and undergraduate English majors and discusses changes in course offerings and enrollment between 1975-76 and 1985-86. (SD)
Javed, Muhammad; Juan, Wu Xiao; Nazli, Saima
This paper addresses to evaluate and assess the students' competency in writing skills at Secondary school level in the English Language focusing five major content areas: word completion, sentence making/syntax, comprehension, tenses/grammar and handwriting. The target population was the male and female students of grade 10 of urban and rural…
Javed, Muhammad; Juan, Wu Xiao; Nazli, Saima
This paper addresses to evaluate and assess the students' competency in writing skills at Secondary school level in the English Language focusing five major content areas: word completion, sentence making/syntax, comprehension, tenses/ grammar and handwriting. The target population was the male and female students of grade 10 of urban and rural…
Adopting a case study approach with multiple data sources, this paper explores the ways in which rapport is built, and its impact on the learning process based on five successive writing support consultations between a native English-speaking (NES) tutor and her second language (L2) tutee in a Hong Kong university. With reference to the prepared…
Cook, Carolyn L.; Taylor, Megan E.
This qualitative study addresses the question "Does the use of storytelling motivate English language learners to engage in literacy practices more, or in a better way, and if so, how?". Storytelling of cultural tales related to fifth grade students' home cultures was introduced to provide a prompt for resultant student discussion and writing. All…
Bertelsen, Mia Jane
Teaching journalism to produce a bilingual newsletter is an effective way to improve the writing abilities of Hispanic high school students in English and Spanish. Additionally, the creation of a bilingual newsletter can increase the students' awareness of and participation in community issues. This project paper analyzes why teaching journalism…
Snow, Marianne; Eslami, Zohreh R.; Park, Jeong Hyun
Although growing numbers of young English language learners (ELLs) from low-income homes enroll in U.S. schools, there remains a lack of research on how they respond to common school literacy practices including a literacy-enriched play. This exploratory study aims to examine the writing behaviors of six kindergarteners in their classroom's…
Laufer, Batia; Waldman, Tina
The present study investigates the use of English verb-noun collocations in the writing of native speakers of Hebrew at three proficiency levels. For this purpose, we compiled a learner corpus that consists of about 300,000 words of argumentative and descriptive essays. For comparison purposes, we selected LOCNESS, a corpus of young adult native…
Heckman, Jill S.
One of the purposes of this study was to examine whether or not the present and past standardized tests in the state of Texas had any positive impact on the writing abilities of the limited English proficient (LEP) Mexican-American students. Another objective of the study was to determine if one test was more effective than another. In this case,…
Serrano, Raquel; Howard, Elizabeth
Whereas most research on child second language acquisition has focused on the oral production of children, studies are needed to illuminate patterns of literacy development in a second language. This paper aims to shed some light on this process, focusing on the English writing development of a native Spanish speaker, and on the Spanish writing…
Strouthopoulos, Chris; Peterson, Janet L.
In this essay, the authors chronicle the overhauling of their English department's rubric design, curriculum, and portfolio in order to emphasize a wider range of "real-world" writing. The authors share that in the process of their overhaul, they redefined their identity--how they thought of themselves and how they wanted to approach teaching and…
Aziz, Muhammad Noor Abdul; Yusoff, Nurahimah Mohd.
This study aimed at discussing the benefits of portfolio assessment in assessing students' writing skills. The study explores the use of authentic assessment in the classroom. Eleven primary school children from Year 4 in a rural school in Sabah participated in this study. Data were collected by observing them during the English Language lessons…
Horton-Ikard, RaMonda; Pittman, Ramona T.
This article describes the use of African American English (AAE) in the written and oral language of African American adolescents who struggle with writing. Written and oral language samples of 22 African American 10th-grade students were transcribed, analyzed, and coded for AAE, grammatical errors, spelling errors, and punctuation errors. Four…
Le Ha, Phan
This article is about the struggles to sustain identity as writers while accommodating the demands of the university experienced by Arianto and his thesis supervisor, myself. It shows how critical EAP was the on-going conversation between us about how to negotiate norms, voice and creativity in our writing and in the negotiations Arianto had to…
Mihesuah, Devon A., Ed.
This anthology provides Native perspectives on the ethics of researching, writing about, and teaching about American Indians, and may be used as a text for discussion in American Indian Studies classes. Leading Native scholars discuss the representativeness of Native informants, the merits of various data collection methods, the role and veracity…
The five studies presented in this special issue offer unique evidence, analyses, and theoretical rationales for assessment tasks that involve writing in reference to information from source material with substantial content. I review the five studies in respect to five "promises" and five "perils," concluding that, collectively, the promises were…
Argues that Slavoj Zizek's writings show why the turn to theory could actually hurt the field of composition by increasing the discipline's level of ideological misrecognition concerning the economics and politics of higher education. Argues that educators should stop using theory as a virtual way of escaping their own real practices. (SG)
Bush, Jonathan, Ed.; Zuidema, Leah, Ed.
The problem of teacher bullying via writing is all too common--and that in many cases, those doing the bullying are unaware of how their communications are being perceived. In this article, the authors call attention to writing decisions that may affect whether or not readers understand communications as bullying. Their goal is to raise awareness…
McCarthy, Lucille Parkinson
To discover how one student learned to produce writing in different academic contexts, a study documented a Loyola College (Maryland) student's experiences with writing for a poetry class and a biology class during his sophomore year. The subject was interviewed several times, observed, and his voice taped during "writing aloud" sessions as he…
Troia, Gary A.; Olinghouse, Natalie G.; Mo, Ya; Hawkins, Lisa; Kopke, Rachel A.; Chen, Angela; Wilson, Joshua; Stewart, Kelly A.
Though writing plays an important role in academic, social, and economic success, typical writing instruction generally does not reflect evidence-based practices (EBPs). One potential reason for this is limited signposting of EBPs in standards. We analyzed the content of writing standards from a representative sample of states and the Common Core…
Chittum, Jessica R.; Bryant, Lauren H.
Although expectations for graduate students' writing abilities are high, their actual writing skills are often subpar (Cuthbert & Spark, 2008; Singleton-Jackson, Lumsden, & Newson, 2009), even though academic writing is considered integral to graduate education and necessary for career preparedness (e.g., Mullen, 2006; Stevens, 2005).…
This paper describes techniques that Japanese power electronics engineers can use to improve the quality of their technical papers written in English and the accompanying technical presentations. These techniques are based on the experience that the author has gained by participating in international conferences. Such techniques are important to discuss because the significant differences exist in writing and presentation styles between Japanese and American engineers. The author believes that such style differences are caused by differences between the Japanese and American cultures. The objective of this paper is to help Japanese engineers understand these cultural differences and improve their technical communication skills in English. The paper also includes some practical tips on writing and presentation techniques for improving the quality of their technical communications in English.
Rickard, Claire M; McGrail, Matthew R; Jones, Rebecca; O'Meara, Peter; Robinson, Anske; Burley, Mollie; Ray-Barruel, Gillian
Publication rates are a vital measure of individual and institutional performance, yet many nurse academics publish rarely or not at all. Despite widespread acceptance of the need to increase academic publication rates and the pressure university faculty may experience to fulfil this obligation, little is known about the effectiveness of practical strategies to support academic writing. In this small cohort study (n=8) comprising nurses and other professionals involved in university education, a questionnaire survey was used to evaluate the effectiveness of a one-week "Writing for Publication" course combined with a monthly writers support group to increase publication rates. Two year pre and post submissions increased from 9 to 33 articles in peer-reviewed journals. Publications (in print) per person increased from a baseline of 0.5-1.2 per year. Participants reported increased writing confidence and greater satisfaction with the publishing process. Peer support and receiving recognition and encouragement from line managers were also cited as incentives to publish. Writing for publication is a skill that can be learned. The evaluated model of a formal writing course, followed by informal monthly group support meetings, can effectively increase publication rates.
Because only 10 percent of students admitted to the University of Washington through the Educational Opportunity Program were able to graduate from the university, a basic writing course using literature to develop students' academic thinking skills was developed. Literature to which students could relate more easily, such as "Farewell to…
Kessler, Greg; Bikowski, Dawn; Boggs, Jordan
This study investigates Web-based, project oriented, many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used a Web-based word processing tool to collaboratively plan and report on a research project. The purpose of this study is to explore and…
Paley, Karen Surman
The author had the pleasure of being in an academic setting where students of color were in the majority. That was the summer of 2004 as she observed African-American Literature 1900-Present, a writing intensive class in the Special Program in Talent Development (SPTD) at the University of Rhode Island (URI). The author wants to tell the story of…
Recognizing that graduate students seldom have the opportunity to participate collaboratively, either in providing or receiving feedback to improve their academic writing skills, this study reports on the design of a computer-supported collaborative learning (CSCL) system used to investigate how graduate students transform and construct their…
Donohue, James P.
On film studies courses, students are asked to treat as objects of study the same films which they may more commonly experience as entertainment. To explore the role of academic writing in this, an action research project was carried out on a university film studies course using a systemic functional linguistics approach. This paper presents a key…
This exploratory case study of two undergraduates links vocabulary learning approaches with lexical quality measured in academic writing. Employing an array of qualitative data, it is shown that in a "semi-language-rich" learning context, Chinese learners may dispense with rote learning and engage in a more natural learning approach in which…
Divan, Aysha; Bowman, Marion; Seabourne, Anna
There is general agreement in the literature that international students are more likely to plagiarise compared to their native speaker peers and, in many instances, plagiarism is unintentional. In this article we describe the effectiveness of an academic writing development programme embedded into a Biological Sciences Taught Masters course…
Mastrangelo, Lisa S.; Tischio, Victoria
"Integrating Writing, Academic Discourses, and Service Learning: Project Renaissance and School/College Literacy Collaborations" discusses a year-long general education program for first-year students that integrated disciplinary learning with a pen pal project in light of the goals of critical pedagogy and service-learning. The program aimed at…
A compulsory trainee program for new staff members at the Vienna Business University was established in the academic year 1998/99. In the course of this program new staff members are prepared in the following three areas of their work: research work in their department, especially dissertation writing; teaching classes; and administrative skills.…
The present paper reports an investigation into the use of linking adverbials in the academic writing of Chinese doctoral students. The learner corpus used in the present study is composed of 20 applied linguistics doctoral dissertations. We also compiled a control corpus of 120 published articles in six international journals of applied…
Court, Krista; Johnson, Helen
Strong arguments have been forwarded for embedding academic writing development into the UK higher education curriculum and for subject tutors to facilitate this development (Hyland, 2000; Lea & Street, 2006; Monroe, 2003; Wingate, 2006). This small-scale case study explores subject tutors' practices and beliefs with regard to the provision of…
Bair, Mary A.; Mader, Cynthia E.
This article describes a collaborative self-study undertaken to identify the source of academic writing difficulties among graduate students and find ways to address them. Ten faculty members in a college of education came together to define the problem and to analyze data gleaned from faculty and student surveys, course documents, course…
Maringe, Felix; Jenkins, Jennifer
Purpose: This paper examines the experiences of engaging with academic writing of international doctoral students in the schools of humanities and education at a UK university. The purpose of this paper is to uncover the real accounts of international students whose cultural and language backgrounds are often marginalised and considered, not as…
Generic attributes such as "holding a critical stance", "using evidence to support claims", and "projecting an impersonal voice" are central to disciplinary academic writing in higher education. These attributes, also referred to as "skills", have for a long time been conceptualised as transferable in that once learnt students are able to use them…
Horstmanshof, Louise; Brownie, Sonya
Mastery of academic writing skills remains one of the greatest challenges for university students, especially in the first year. Amongst the reasons offered for the challenges are lack of clarity about the university's expectations and low levels of teacher feedback on work submitted, a failure to engage, and low levels of contact with teaching…
Aull, Laura L.; Lancaster, Zak
This article uses corpus methods to examine linguistic expressions of stance in over 4,000 argumentative essays written by incoming first-year university students in comparison with the writing of upper-level undergraduate students and published academics. The findings reveal linguistic stance markers shared across the first-year essays despite…
This paper argues that all students, whatever their linguistic identities, can benefit from an explicit and structured introduction to academic writing. It argues that this tuition should no longer be seen as support, and therefore marginalised, but as a transformative process of acculturation that needs to be located in the mainstream of the…
Liu, Ming; Calvo, R. A.; Aditomo, A.; Pizzato, L. A.
In this paper, we present a novel approach for semiautomatic question generation to support academic writing. Our system first extracts key phrases from students' literature review papers. Each key phrase is matched with a Wikipedia article and classified into one of five abstract concept categories: Research Field, Technology, System, Term, and…
Chang, Sandy Ming-San
As an initial step toward understanding which features of academic language make science-based expository text difficult for students with different English language proficiency (ELP) designations, this study investigated fifth-grade students' thoughts on text difficulty, their knowledge of the features of academic language, and the relationship between academic language and reading comprehension. Forty-five fifth-grade students participated in the study; 18 students were classified as English language learners (ELLs) and 27 students were fluent-English speakers. Participants read two science passages, answered comprehension questions, and engaged in a retrospective interview which probed their knowledge on the academic language features of vocabulary, grammar, and discourse. Qualitative analysis was used to code students' thoughts about the challenges to reading comprehension and to identify the challenges that were related to academic language. Quantitative analyses were conducted to examine whether students' knowledge of academic language features and reading comprehension differed by students' ELP designations, as well as to investigate the relationship between students' knowledge of academic language features and reading comprehension. Results for the qualitative analysis revealed that students found difficult vocabulary, reading abilities, and prior knowledge as the greatest challenges to comprehending the science passages. Results from the quantitative analyses indicated that ELL students' knowledge of academic vocabulary, grammar, discourse knowledge, and reading comprehension (as measured by multiple-choice questions) were significantly lower than the fluent-English speaking students. The results also indicated that vocabulary, not grammar or discourse features, was significantly related to students' comprehension scores. The results have implications for understanding the features of academic language that influence students' comprehension of expository
Brand, Alice Glarden
Discusses the historical pedagogical controversy between advocates of the personal, expressive functions of school-based creative writing and defenders of its utilitarian functions. Concludes that the merits of creative written expression must be defended during the current "back to basics" movement because of its therapeutic, functional, and…
Taavitsainen, Irma, Ed.; Melchers, Gunnel, Ed.; Pahta, Paivi, Ed.
Chapters in this book include the following: "Dickens as Sociolinguist: Dialect in 'David Copperfield'" (Patricia Poussa); "Contemporary Irish Writing and a Model of Speech Realism (John M. Kirk); "Dialect and Accent in Jim Cartwright's Play "Road" as Seen Through Erving Goffman's Theory on Footing" (Marion Fields); "The Representation of…
McCorkle, Ben; Halasek, Kay; Clinnin, Kaitlin; Selfe, Cynthia L.
This article recounts the experiences of a team of faculty, graduate students, and instructional technologists facilitating Rhetorical Composing, a writing-focused Massive Open Online Course (MOOC). When first offering the MOOC, we recognized quickly that we needed to emphasize the global makeup of our learning cohort to foster a stronger sense of…
O'Connor, John S.
John S. O'Connor offers exciting new approaches to teaching poetry in middle school and high school classrooms with more than 25 high-interest activities designed to sharpen students' writing and self-understanding and heighten their awareness of the world around them. In the process, he demystifies poetry for teachers and students by using…
In the poetry creation, poets use many different writing techniques. This paper expounds the image expressions in British love poems and lyrics from four aspects: description, symbolism, figure of speech and personification. Man has been singing for love since written language was invented. Love has been the eternal subject theme of poems and…
Chen, Chwen Jen; Chuah, Kee Man; Tho, Jimmy; Teh, Chee Siong
Wikis, being one of the popular Web 2.0 tools, have impacted students' engagement and performance particularly in the aspects of second and foreign language learning. While an increasing number of studies have focused on the effectiveness of wiki in improving students' writing skills, this study was conducted to examine the attitudinal factors…
Ability to write focused expository essays in English is the key to academic success for students in an English-medium education system, but such writing can be a challenge for students for whom English is a Second Language. Focusing writing lessons on improving topic content and grammatical accuracy does not always achieve the expected results.…
Moreno, Ana I.; Suarez, Lorena
Since the 1990s cross-cultural studies of academic genres are becoming increasingly relevant. One genre that has recently attracted cross-cultural attention is the academic book review. The aim of the present paper is to provide insight into what is expected in terms of overall critical attitude towards the books under review when writing in this…
Staples, Shelley; Egbert, Jesse; Biber, Douglas; Gray, Bethany
Using the British Academic Written English corpus, this study focuses on the use of grammatical complexity features in university level texts written by first language (L1) English writers to demonstrate knowledge and perform other specialized tasks required of advanced academic writers. While the primary focus of the analysis is on writing…
Winograd, David; Milton, Katherine
The purpose of this paper is to shed light on the developmental stages of academic publication collaborations through both research on the collaborative process itself, as well as through analysis of the discovery process. Using the qualitative software package, NUD*IST, the teleconferencing system, FirstClass, and standard e-mail, the study…
Lee, Jongwon; Catling, Simon
There has been much research into the nature and uses of school geography textbooks as teaching resources, yet the perceptions of their authors have been neglected. This study investigated the perspectives of a sample of authors of English primary and secondary school geography textbooks on their experiences as textbook authors. It enquired into…
Lenski, Susan; Verbruggen, Frances
Many English language learners (ELLs) require extra support to become successful writers. This book helps teachers understand the unique needs of ELLs and promote their achievement by adapting the effective instructional methods they already know. Engaging and accessible, the book features standards-based lesson planning ideas, examples of student…
Iwai, Yuko; Filce, Hollie; Ramp, Ellen
In this study, the authors examined the impact of metacognitive reading strategies on international college students' academic success by correcting the Survey of Reading Strategies (SORS) instrument with (a) grade point averages (GPAs) and (b) the English language proficiency levels, categorized by beginning (students at the English Language…
Based on the analysis of the questionnaire survey on learning motivation and learning needs of postgraduates and their demands and suggestions on English teaching, the paper makes a beneficial exploration on English course model for postgraduates in agricultural universities. Under the guidance of academic game theory, the "language skills+…
Individuals need communicative competence for personal fulfillment and development, active citizenship, social inclusion and employment. Aim of the research is to work out English for Academic Purposes activity organization model and its introducing sequence for promoting communicative competence. Content: the search for English for Academic…
The use of reading-to-write tasks for assessing academic writing in English is increasing, often replacing traditional impromptu writing-only tasks. This shift has led to a number of studies comparing the written products of these two task types. To add to this literature, this article reports on a study comparing test takers' processes in…
Harwood, Nigel; Hadley, Gregory
Three approaches to the teaching of English for Academic Purposes (EAP) are identified, the Critical approach, the Pragmatic approach, and the Critical Pragmatic approach. Critical EAP is appealing pedagogically because of its restive questioning of discourse norms, although it can seem reactionary at times. By focusing on the acquisition of the…
Gomez, Cynthia M.
Adult students are now enrolling into colleges and universities in large numbers. Their life responsibilities and time away from school create challenges for academic success. A portion of these learners are also non-native English speakers who face compounded difficulties. One of the skill areas that these students need to cultivate is academic…
According to Diane August (2002), a senior research scientist at the Center for Applied Linguistics, English Language Learners (ELLs) spend less than two percent of their school day in oral language development. Worse yet, when ELLs are speaking in school, it is often not about academic topics or rigorous content. This lack of academic oral…
Lee, Benny P. H.
The National Institute of Education in Singapore (which is part of the Nanyang Technological University) is the leading national pre-service and in-service teacher training tertiary institution. It offers diploma, undergraduate and postgraduate programmes. The academic departments are called Academic Groups (AGs). The English Language and…
Aliakbari, Mohammad; Abol-Nejadian, Rezvan
Although a large body of research has been dedicated to examining emotional intelligence (EI) and learning styles in relation to different factors in academic setting, the relationship between these two variables still necessitates more exploration and deeper study, especially in the Iranian context. To this end, 60 English for Academic Purposes…
Strike, Tony; Taylor, John
This paper sets out findings from research that considered the interplay between English national policy developments in human resources management in higher education and the personal stories of academic staff as career participants. Academic careers are pursued in an institutional and national policy context but it was not clear that the formal…
Borglin, Gunilla; Fagerström, Cecilia
In Sweden, regulations from the National Agency for Higher Education advocate an education that equips students with independence as well as critical, problem-based thinking, i.e. academic literacy skills. However, some research findings indicate that students may leave higher education without mastering these skills effectively. As part of quality-assuring a nursing programme at a university college in south-east Sweden we explored the nursing student's view of crucial academic literacy skills, such as critical thinking and appraisal and academic writing, by conducting a descriptive, qualitative study. Informants were recruited through an advertisement posted on the university's e-learning tool. Eight focused interviews were conducted during autumn 2010. The transcribed interviews were analysed - inspired by content analysis - and two categories became apparent: constantly questioning and formality before substance. The latter revealed a gap between the student's perception of academic writing and that of the educators, thus implying that nursing students might not be equipped with the tools they need to develop within academia. We suggest that students could benefit in their academic endeavours from theoretical educational models that integrate several academic skills simultaneously and which could be incorporated into the development of syllabuses and curriculums.
El Tantawi, M; Al-Ansari, A; Sadaf, S; AlHumaid, J
Better knowledge is needed about the effectiveness of preparatory English language courses for the health professions. This study evaluated the scientific writing skills of students finishing their preparatory year of a bachelor of dentistry programme in Saudi Arabia. A cross-sectional study was conducted in 2014-15 among first-year dental students at the University of Dammam. Students were asked to write a 150-word English language assignment that was analysed for writing statistics and problems using Microsoft Word and plagiarism detection software. Of the 89 respondents, female students used a significantly greater number of words than did male students and their assignments had significantly lower Flesch reading ease scores. Male students had significantly lower odds of using references (OR 0.04) and higher odds of making punctuation and grammar mistakes (OR 2.63 and 3.91 respectively). One course of scientific writing in the preparatory year may not be enough to develop adequate writing skills among undergraduate dental students. PMID:27180743
El Tantawi, M; Al-Ansari, A; Sadaf, S; AlHumaid, J
Better knowledge is needed about the effectiveness of preparatory English language courses for the health professions. This study evaluated the scientific writing skills of students finishing their preparatory year of a bachelor of dentistry programme in Saudi Arabia. A cross-sectional study was conducted in 2014-15 among first-year dental students at the University of Dammam. Students were asked to write a 150-word English language assignment that was analysed for writing statistics and problems using Microsoft Word and plagiarism detection software. Of the 89 respondents, female students used a significantly greater number of words than did male students and their assignments had significantly lower Flesch reading ease scores. Male students had significantly lower odds of using references (OR 0.04) and higher odds of making punctuation and grammar mistakes (OR 2.63 and 3.91 respectively). One course of scientific writing in the preparatory year may not be enough to develop adequate writing skills among undergraduate dental students.
Non-English speaking students lack the confidence and preparation to be verbally actively engaged in the classroom. Students may frequently display hesitation in learning to speak English, and may also lack a teacher's guidance in becoming proficient English speakers. The purpose of this research is to examine how teachers build academic…
This article discusses how a group of multilingual scholars in Jordan negotiate multiple linguistic and cultural affiliations. These writers' experiences demonstrate the varied ways English's global dominance affects individuals' lives. The scholars find both empowerment and disempowerment in English, viewing English as linked to Western hegemony…
Andrews, Ben; Thoms, Victoria
This paper discusses research into the facilitation of academic writing for first year dance students using images, emails and the forum of a Virtual Learning Environment (VLE). Taking place over several weeks in the early part of the academic year and within a core module entitled Personal and Professional Development in the single honours Dance…
This study selects postgraduate students in the first grade as the participants, based on their needs analysis, classroom presentations and performance of assignments completion, through the methodology of case study, the results show that students at the university level even the graduate levels still struggle with academic English. Thus, this…
Writing effectively in a second language can be one of the most challenging tasks second language learners must undertake and master. English teachers are in a good position to implement the types of supports that can move ELLs toward success in academic writing by providing exposure to and practice with different genres of academic writing,…
English has become the international language in our world of learning. Yet to write a medical manuscript in a second language that is so difficult to master is a challenge for many doctors whose native language is not English. My aim is to convey that it need not be such a challenge if you follow a few simple rules based on the concept of "simplicity = clarity = effective communication." Your aim is to publish important research findings and contribute to medical advancement; however, your paper will have impact only if the readers can understand it easily.
Dev, Smitha; Qiqieh, Sura
The present study aims to find out the relationship between English Language proficiency, self-esteem, and academic achievement of the students in Abu Dhabi University (ADU). The variables were analyzed using "t" test, chi-squire and Pearson's product moment correlation. In addition, Self-rating scale, Self-esteem inventory and Language…
English 1311: Expository English Composition is the first semester course in a two-semester first-year composition (FYC) sequence. Both ENG 1311 and its second-semester counterpart, ENG 1312, are required for all students unless they have transfer credit covering this requirement or place out of one or both of the courses via the College-Level…
The rationale behind the approach taken for an academic writing course, "Communicate in Writing: the English of Academic Study," is discussed. The first step was to provide a theoretical framework for the analysis of specimens of appropriate texts in functional terms. This analysis was made in order to identify the most frequently occurring…
Huang, Ju Chuan
Publication in international journals has become a prerequisite to PhD graduation. This study thus provides a framework for understanding the learning of writing skills and publishing practices of nonnative English-speaking PhD students by investigating their perceptions of publishing and learning to write for publication. Findings show that these…
Webb, Rebecca K.
This study, examines two well-known writing pedagogies from the fields of Composition and Rhetoric, and Second Language Acquisition (SLA) for teaching literacy, or reading and writing skills in order to identify intersections for the English Language Learner (ELL) in an EFL learning environment. In addition, I present both quantitative and…
Hwang, Wu-Yuin; Chen, Holly S. L.; Shadiev, Rustam; Huang, Ray Yueh-Min; Chen, Chia-Yu
This research proposed a situational learning system to help elementary school students practice and improve their English as a foreign language (EFL) writing skills. Students carried out assigned writing tasks using the support of mobile devices in situations deemed to be familiar to the students, such as on the school playground, within…
Bohr, Dorothy H.
This evaluative study focused on a program of nine-week courses in English writing skills which has been part of the English curriculum at City College (California) since 1966. After a review of the historical development and the rationale for the courses, results from a student questionnaire, from a retrospective comparison of students who had…
Mahfouz, Safi Mahmoud
English foreign language learners generally tend to consider email exchanges with native speakers (NSs) as an effective tool for improving their foreign language proficiency. This study investigated Jordanian university students' perceptions of using email exchanges with native English keypals (NEKs) for improving their writing competency. A…
Summary writing has been considered an important aspect of academic writing. However, writing summaries can be a challenging task for the majority of English as a Foreign Language (EFL) learners. Research into teaching summary writing has focused on different processes to teach EFL learners. The present study adopted two methods--keyword and…
Padilla, Amado M.; Fan, Lorraine; Xu, Xiaoqiu; Silva, Duarte
A Mandarin/English two-way immersion elementary program is described from its inception and implementation through the fifth grade, the culminating year of the program. All students in all grades were assessed on their oral/listening, reading, and writing performance in Mandarin using program-created assessment measures. Fifth-grade students also…
Stapleton, Paul; Helms-Park, Rena
In a recent article in ESP, Matsuda and Tardy (2007) investigate the role of voice in academic writing via a simulated blind manuscript review process. Based on their findings, they claim that voice does play a role in such writing, and call for further research into the issue of the reader's construction of authorial identity. Matsuda and Tardy's…
The arrival of large numbers of "non-traditional" students in higher education has led to rethinking the idea of the university itself and of the role of writing within it. This paper contributes to that debate by considering student writing within a broader framework than that of simply study skills or academic socialization, as in dominant…
Vanniarajan, Swathi M.
Scholarship in applied linguistics has not sufficiently addressed learner motivation in mandatory writing classes in postsecondary settings. The data collected through short interviews from 20 students enrolled in a mandatory academic writing program at the junior/senior level in a California State University indicated that learner motivation in…
Ming-Tzu, Karen Wang; Nation, Paul
The Academic Word List (Coxhead 2000) consists of 570 word families that are frequent and wide ranging in academic texts. It was created by counting the frequency, range, and evenness of spread of word forms in a specially constructed academic corpus. This study examines the words in the Academic Word List (AWL) to see if the existence of…
Traditionally, K-5 students' writing has had a primarily academic aim--to help students master concepts and express themselves. Even if students take a professional writing course later, they typically do not have the opportunity to practice--over the long period of time mastery requires--the non-academic writing skills they will be required to…
WRT 302: Writing Culture is an upper-level elective in the Department of Writing and Rhetoric at the University of Rhode Island (URI). As part of a group of four 300-level courses, Writing 302 draws many junior and senior majors in Writing and Rhetoric, English, and other majors who are looking to add creativity and experience with design to their…
Öztürk, Yusuf; Köse, Gül Durmusoglu
Lexical bundles such as "on the other hand" and "as a result of" are extremely common and important in academic discourse. The appropriate use of lexical bundles typical of a specific academic discipline is important for writers and the absence of such bundles may not sound fluent and native-like. Recent studies (e.g. Adel…
Hegelheimer, Volker; Fisher, David
English language learners are frequently unable to benefit from the prevailing process-writing approaches due to a lack of grammar and vocabulary knowledge relevant to academic writing. This paper describes how the need for explicit grammar instruction as part of preparing students to write can be addressed by using a collection of learner texts…
Shaarawy, Hanaa Youssef
Based on writing weekly academic journals and on Bloom's (1984) taxonomy of cognitive critical thinking skills, this article reports on a quasi-experiment where journal writing was an additional task to an academic writing course. The experiment was carried out with first year university students (semester two) in one of the Egyptian private…
Yaghjian, Lucretia B.
Mentoring is an important but often overlooked resource in theological education and students' academic and spiritual formation. This essay profiles the mentoring practices and postures of the writing tutor and the spiritual director as exemplars of academic and spiritual mentoring. An extended probe of this analogy affirms the integration of…
Halbritter, Bump; Blon, Noah; Creighton, Caron
Documentary movie making is not academic writing. Nor is it traditional academic research. However, I have found it to be a remarkable vehicle for teaching both of these things...each semester I am amazed and humbled by the creativity and sincerity that my students bring to their work.
Hetzroni, O. E.; Shrieber, B.
This study investigated the use of a word processor for enhancing the academic outcomes of three students with writing disabilities in a junior high school. A single-subject ABAB design was used to compare academic output produced during class time with and without a computer equipped with a word processor. The number of spelling errors, the…
Burns, Sharon L.
Students' conceptualizations of academic writing are often based on their cultural and social expectations of what it means to be a student or an instructor in the academy. These expectations are as varied as any target population and continue to grow as multi-cultural heritages continue to expand. First-year student writers' performances are…
Stuart, Moira K.
This paper describes two different English programs for international students at the American Language Institute in San Diego, California. One is English for Academic Purposes (EAP), and the other is Intensive English for Communication (IEC). The paper focuses on one teacher's experiences teaching IEC writing after 2 years of teaching EAP…
Misak, Aleksandra; Marusić, Matko; Marusić, Ana
Medical writing and manuscript preparation are rarely taught in the context of undergraduate, graduate, or continuing medical education. As editors of a "small" medical scientific journal published in English in a non-native English-speaking (NNES) country, we hold that the knowledge of scinetific methodology and specificities of scientific reporting is a necessary precondition for a succesful scientific publication. Our experience shows that language professionals and translators whose services NNES authors use should be acquainted with the basic rules of scientific reporting. In this article we describe how each of the four layers of a manuscript -the study quality,the narrative, the scientific reporting style, and finally the language per se-can be improved.
Thompson, Diane S.
This purpose of this study was to identify how adult ELL community college students perceive their experience in the development of academic literacy, specifically academic writing, and to explore their perceptions of the factors, attitudes, and experiences that have facilitated their development of that level of academic literacy. To address this…
Baker, Scott; Lesaux, Nonie; Jayanthi, Madhavi; Dimino, Joseph; Proctor, C. Patrick; Morris, Joan; Gersten, Russell; Haymond, Kelly; Kieffer, Michael J.; Linan-Thompson, Sylvia; Newman-Gonchar, Rebecca
As English learners face the double demands of building knowledge of a second language while learning complex grade-level content, teachers must find effective ways to make challenging content comprehensible for students. This updated English learner practice guide, "Teaching Academic Content and Literacy to English Learners in Elementary and…
Griffiths, Lauren; Nicolls, Barbara
The Faculty of Society and Health at Buckinghamshire New University is committed to the widening participation agenda and to providing support that enables our students to achieve the requirements of the programme and registration. Literacy and numeracy skill development is an integral part of the academic modules of our current pre-registration curriculum. E-Support4U was launched in semester two of 2008 with the aim of extending academic writing support beyond the confines of the University and into the practice arena. Evaluation of the project tentatively suggests that the scaffold approach to academic writing, based on Salmon's 5-stage framework, may have contributed to a 100% pass rate for the reflective practice-based assignment for this cohort of students. However, participants experienced issues around access; differing levels of IT skills, dispersed placements that contributed to a lack of active collaboration within the group. Recommendations include early introduction of blended learning and incorporation of web 2.0 technology into the curriculum.
Reynolds, Matthew R; Scheiber, Caroline; Hajovsky, Daniel B; Schwartz, Bryanna; Kaufman, Alan S
The gender similarities hypothesis by J. S. Hyde ( 2005 ), based on large-scale reviews of studies, concludes that boys and girls are more alike than different on most psychological variables, including academic skills such as reading and math (J. S. Hyde, 2005 ). Writing is an academic skill that may be an exception. The authors investigated gender differences in academic achievement using a large, nationally stratified sample of children and adolescents ranging from ages 7-19 years (N = 2,027). Achievement data were from the conormed sample for the Kaufman intelligence and achievement tests. Multiple-indicator, multiple-cause, and multigroup mean and covariance structure models were used to test for mean differences. Girls had higher latent reading ability and higher scores on a test of math computation, but the effect sizes were consistent with the gender similarities hypothesis. Conversely, girls scored higher on spelling and written expression, with effect sizes inconsistent with the gender similarities hypothesis. The findings remained the same after controlling for cognitive ability. Girls outperform boys on tasks of writing.